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ian august

Review of Weimer, Learning-Centered Teaching - 0 views

academic.pgcc.edu/...weimer.htm

shared by ian august on 08 Jul 11 - Cached
  • Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimer’s suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test. 
  • . The function of content in a learner-centered course changes from covering content to using content
  • describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
  • ...15 more annotations...
  • When the teacher dominates the learning, students take shallow approaches to learning.
  • 1.  Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs.            2.  Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later.  3.  Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4.   Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing  and modeling your thinking process. 5.  Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6.  Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7.  Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).
  • focuses on student responsibility for learning and how to promote it.
  • transforming passive students into autonomous learners
  • The more structured we make the environment, the more structure students need
  • The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)
  • The more we decide for students, the more they expect us to decide.
  • eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners: 
  • The instructor should “make the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.” Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimer’s suggestion for starting the discussion is to have students complete sentence stems such as “In the best class I ever had, teachers . . .” “In the best class I ever had, students . . .” “I learn best when . . .” “I feel most confident as a learner when . . .” (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that “encourage students to encounter themselves as learners” (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.
  • helps us deal with the fact that almost all students will resist their teacher’s learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.
  • , why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some students’ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.
  • overcome student resistance to learner-centered approache
  • The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.
  • developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin
  • moment of transformatio
alexandra m. pickett

Reflections - 0 views

juliedelpapa.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • refreshing my understanding of multiple intelligences and learning styles.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      what did you learn? how did you learn it? how do you know you learned it? what helped you? reflect!
  • do I need to again as I referred to them in my post?)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      YES : ) this is a blog. it is public. anyone in the world can read it. enhance your post with links to engage your readers!
  • I am unsure about what my goals are for this blog, and a little unsure about the purpose of blogging here when I noticed we have a blog option on the same moodle site we post our discussions on. Would it be easier to have everything in one place?
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i seem to recall writing a comment to respond to this. Have you seen this: http://etap640.edublogs.org/2012/03/11/why-do-i-have-to-blog/ Can you check to see if you need to moderate and approve any comments? You should set the blog to auto approve comments, or be sure to approve them asap.
  • ...8 more annotations...
  • The only point this article I thought wasn’t accurate was the point that online learning is an intimate community. I think the opposite. I have not continued my friendship with anyone really from my previous classes, where I might have with traditional classes.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      I wonder what you will think about this at the end of this course : )
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      what is with the lack of word wrap? please fix. : )
  • August 4, 2012,
  • Well one thing I have learned is that to get students thinking you need an interesting prompt like this.
  • 12th?
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 12
       
      the course ends the 17th NOT the 12th... : ) i have you for 2 more weeks : )
  • To really have learned something I think it means it will stay with you, you will use it. It will be in your thoughts after the class has concluded.
  •  Coming into this class I thought I was a technology native. I thought I knew a lot about the internet, its uses for the classroom and ways I could utilize it. This class has pushed my limits showing me there is endless posiblities and things I will do even in my face to face class. For example, I was introduced to vociethread. This I will use to connect my classroom to another and make an authentic population for my students to present to. I would even use it to show student work at an open house.
  • The end of this class allows me one more thing, bring it on baby #3 I am finally ready to meet you and I only have a couple weeks until fall classes start so umm come tomorrow!?
Melissa Pietricola

Self-regulation and teacher-student relationships. - Free Online Library - 1 views

www.thefreelibrary.com/ent+relationships.-a0142636385

self-regulation education student

shared by Melissa Pietricola on 31 May 10 - Cached
  • sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning  n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural.  for effective teaching. This review is designed
  • elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
  • he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
  • ...6 more annotations...
  • The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
  • he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art.  achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
  • something transformative in the teacher-student relationship is needed.
  • ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
  • since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
  • he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
  • Melissa Pietricola on 31 May 10
     
    Students that are able form good relationships with educators are more likely to self-regulate, and therefore find success in the classroom and life.
Lauren D

Communication in Online Courses: Strategies for Providing Feedback - 0 views

www.ion.uillinois.edu/...feedback.asp

feedback education teaching online

shared by Lauren D on 12 Jun 11 - Cached
  • Here are strategies for providing feedback in the Virtual Classroom
  • Clearly communicate exactly how participants will be graded.
  • Set evening hours if most of your students work during the day.
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  • Be prepared to use a variety of delivery systems for feedback in case the technological system fails
  • Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
  • Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
  • Provide private, weekly updates to EACH participant on their grade status.
  • Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
  • Make interpretive as well as descriptive comments.
  • the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
  • Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
  • Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
  • formative assessment
  • Donna Angley on 12 Jun 11
     
    The importance of continuous and prompt teacher feedback in the virtual classroom.
  • Maria Guadron on 07 Jun 12
     
    Online students need more support and feedback because they may feel alienated online. Read some strategies to provide feedback here!
alexandra m. pickett

etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Brilliant! i love how you have made your thinking visible to me here!!!
  • 2) leaving my comfort zone and exploring methods I had little training in. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      i am so glad you choose #2, joan!
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  •  Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      Well said. I couldn't agree with you more.
  • Then I think about the etap course now.  The teaching presence is so apparent.  I see it from the professor in the way shes asks questions and my classmates in their posts.  I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
  • I don’t really care how students categorize me as a certain type or style of teacher.  I want to know if I am a good teacher in terms of challenging students to obtain knowledge. 
  • ” yeah, Joan Erickson is not easy but she can get you to do really good work.  And you know you are learning stuff in her class.”  
  • learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      don't forget to self assess : )
  • But does it make sense to a novice learner’s eye?
  • I love my subject, but I have failed to utilize the human nature to my advantage.  I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn. 
    • Sue Rappazzo
      Sue Rappazzo on 21 Jul 10
       
      This is very moving Joan. You must be a great teacher to think this way.
  • I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
    • Francisca Capponi
      Francisca Capponi on 21 Jul 10
       
      Hi Joan (4) I have the same fear, I think they will be more slow that we expect, so we have to be patient, and encourage them to participate at first, and wait till they feel comfortable participating, but I hope it will work after a while!
  • Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      exactly!!
  • I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?
  • I’ve finally made the connection between theory and application.  I witnessed firsthand the benefit of social constructivism.  It can be done.  Our etap687 course is a living proof.
  • I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
  • Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
  • have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.
  • My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • 2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:
  • ’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
  • Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
  • My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!
  • So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
    • alexandra m. pickett
      alexandra m. pickett on 29 Jun 11
       
      hi joan!
  • I added several communication tools.  I want the students to feel that I want to talk to them.  I want them to hear and see me.  (again, teaching presence and social presence.)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 11
       
      good point
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
Jessica Backus-Foster

5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views

www.tltgroup.org/...5_Time_Task.htm

time on task

shared by Jessica Backus-Foster on 13 Jul 09 - Cached
  • helping communicate to students how much time and energy you and your institution expect them to invest in their work
  • the ability to store work and work-in-process on the school's network
  • ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
  • ...15 more annotations...
  • With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
  • availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
  • “capturing students’ beer time
  • streaming video versions of all lectures
  • our approach to students is to encourage students to do what works for them (but to be sure to do it!)
  • Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
  • Hot links to articles and other readings
  • E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
  • Searching for journal articles using electronic bibliographic databases has been a major time saver for students
  • electronic reserves at the library
  • Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
  • "2 hours outside to 1 hour in class
  • Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
  • Going 'paperless" has saved me much time on task
  • publisher of one of our texts provides a tutorial CD and website as well as online course support
William Meredith

Differences Between Online and Classroom Teaching - 0 views

education-portal.com/...ne_and_Classroom_Teaching.html

shared by William Meredith on 28 Jun 12 - No Cached
  • Online teachers must often have all class material prepared and ready for students before the course ever begins.
  • In online classes, teachers are not required to be in class at any particular time, but must make themselves available to student questions on a consistent basis throughout each day to insure that students have a consistent resource for learning
  • Instructors who conduct classes online have to be more aware of certain teaching techniques and learning outcomes. For example, online teaching classes available through public high school systems as well as postsecondary institutions emphasize the need to facilitate student communication. Because learners aren't communicating in a classroom setting, they need to be able to conduct ongoing dialogue with peers and professors. Teachers may wish to assign group projects or set participation quotas to provide distance-education students with the same sense of community and learning support that classroom-based students experience.
  • William Meredith on 28 Jun 12
     
    Differences n teaching online or f2f
ian august

Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views

cacm.acm.org/...fulltext

online learning social community peer facebook tool

shared by ian august on 04 Jun 11 - No Cached
  • I was charged with explaining my "innovative approach to open social networks for learning"
  • Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
  • 2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
  • ...6 more annotations...
  • Technology doesn't help either. They find video lectures and Powerpoints boring, and they read less with e-textbooks than with traditional textbooks. These kids aren't failing out of school; they are simply disengaging.
  • What, then, engages this generation? Social media, for one. They spend 10-15 hours a week on Facebook
  • Open Social Learning. Imagine a Facebook where the point is to study together, not trade pictures and jokes. Imagine a World of Warcraft where students earn levels and points by helping each other learn. Not a video game that teaches physics; instead, let's create an educational experience that is social and game-like.
  • we built a site called OpenStudy , the first large-scale social network that enables students to connect, get help, study together, and earn social capital through game-like rewards.
  • It is a vibrant community of students and teachers, teenagers and adults, people from more than 150 countries engaged in a single activity: learning.
  • OpenStudy is built on three core ideas: open, peer-to-peer, and community of learning.
  • ian august on 04 Jun 11
     
    a big idea, in online learning, social community peer facebook type tool build around learning
Lauren D

Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 - Facul... - 0 views

www.facultyfocus.com/...-connection-to-learning-part-1

technology education teaching connection challenge

shared by Lauren D on 09 Jul 12 - No Cached
  • Browse Topics Faculty Focus Articles September 28, 2010 Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 By: Rob Kelly in Online Education Add Comment Learning research indicates that people learn better in the presence of some emotional connection—to the content or to other people. Creating this emotional connection is particularly challenging in the online classroom, where most communication is asynchronous and lacks many of the emotional cues of the face-to-face environment. Nevertheless, it is possible to do, with a learner-centered approach to teaching and a mastery of the technology that supports it, says Rick Van Sant, associate professor of education at Ferris State University. “One of the things we know about learning is that learning with emotion is a far deeper experience than learning without emotion,” Van Sant says. Citing recent research (see reference below), Van Sant notes that a little bit of stress and the corresponding release of cortisol makes “neural connections grow thicker, stronger, faster.” However, too much cortisol degrades memory performance. Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
  • Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
alexandra m. pickett

ETAP640amp2012: How do they do it in their online courses? - 0 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 22 Jul 12 - No Cached
  • Communicative Real-time chat, e-mail exchange, discussion lists (Warschauer, 1997), use of speech recognition-based dialog systems (Luperfoy, 1998) Sociolinguistic Task-based, problem-solving, and role-playing activities that address sociolinguistic differences between native and target languages, and that could involve real-time chat, e-mail exchange, discussion lists (Chun, 1994) Strategic Task-based, problem-solving, and role-playing activities that require learners to achieve specific goals (e.g., persuading, self-correcting, negotiating a desired outcome); these could involve real-time chat, e-mail exchange, and discussion lists
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      LOVE this!!!
Diana Cary

Untitled Document - 0 views

www.southalabama.edu/...icebreakerjobaid.htm

icebreakers online learning

shared by Diana Cary on 19 Jul 13 - Cached
  • How will you initially engage your students? It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996). It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher. Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.
  • IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
  • 9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla
  • ...1 more annotation...
  • 10. Childhood Dream. Ask the students to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how their current coursework correlates with their current aspirations.--Charles Collins
alexandra m. pickett

Thoughts About Teaching Spanish Online - 0 views

brdemmin.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • In an online environment it is fundamental.  Discussions generate questions, and questions promote critical thinking.  I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning.  This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      Brilliant!!! yes! you are getting it!
  • I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
  • Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
  • ...8 more annotations...
  • t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered  in their ability to learn independently, as well as in the amount of information they learn. 
  • Personal stories give life to a faceless person, just as they do in literature.  We come to know, like, love, despise, and sympathize with characters the more we know about them.  Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
  • Specifically, I need to ask myself:  Do these questions simply ask student to use their  foundational knowledge, and book resources,  in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
  •   Online learning requires a different framework of thinking and behaving.  It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection. 
  • Many of our high school students are not equipped with these survival skills. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 09
       
      barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
  • online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception.  While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not.  We need time to formulate ideas, responses and concepts.  Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’. 
  • Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances. 
  • This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
Diane Gusa

ON COURSE: The One-Minute Paper - 0 views

www.oncourseworkshop.com/awareness012.htm

One-Minute teach information map Active-learning.pdf

shared by Diane Gusa on 27 Jun 11 - No Cached
  • : A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
  • What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
  • more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
  • ...7 more annotations...
  • *For you, what interesting questions remain unanswered about today’s topic?
  • In your opinion, what was the most useful idea discussed in today’s class?
  • *What do you think was the most important point or central concept communicated during today’s presentation?  
  • *What relationship did you see between today’s topic and other topics previously covered in this course?
  • Minute papers can provide a “conceptual bridge” between successive class periods
  • Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
  • Minute papers can function as an ongoing learning log or learning journal for the course.
Jessica M

FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING - 0 views

edt2.educ.msu.edu/...Meyer-F2FvsOnline.pdf

Community Education Thinking Online

shared by Jessica M on 04 Jun 14 - No Cached
  • onclude that increasing interaction through online communications is a form of active learning, and students view such coursework more favorably and deem these communication tools (email, bulletin boards) highly.
  • It is fundamental that interaction between the student and course content, the faculty member, and other students contributes to learning.
  • Jessica M on 04 Jun 14
     
    learning needs interactions from all participants..
alexandra m. pickett

Vivir es Aprender - 0 views

jmccabe1024.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • word wrapping.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      in the olden days you had to manually shift and move the carriage to move from one line of typed text to another. Today word processer do that automatically. http://www.techterms.com/definition/wordwrap you wouldn't believe how many faculty hit the return key at the end of whatever line they are typing on... : ) me
    • Joan McCabe
      Joan McCabe on 14 Jun 12
       
      oh! so I can change that answer on my quiz then :)
  • They’re already half way there!
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Are they really? question that assumption! just cuz kids surf and text does not mean they know how to use the internet to learn or for professional or academic purposes. Can you find research to support that assertion?
  • communities
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      presences
  • ...4 more annotations...
  • I am so grateful that I had the opportunity to take this class. I have learned so much and have really enjoyed being involved in a community of learners with all of you. I have never truly felt like I have been part of a community of learners before, or really knew what that was or meant. I think this has resonated so strongly with me that it is something that I want to strive for with students in a face-to-face class or an online class, whichever comes first.
  • what does that actually do? What are they learning? Are they learning or enjoying it? Are they engaged? Are they interested?
  • I am so excited!
  • I wanted to be present in my course and have my students feel like I was a real person so I created a voki avatar, various voicethreads and discussions, contact hours, a completed profile, and I gave directions in a direct format. I would hope that right off the bat my students would feel comfortable in my class and would know that I would be there for them.
Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

shared by Joan McCabe on 16 Jun 12 - No Cached
  • Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.

  • 3. Etiquette - Using Your Online Manners!


    Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.

    Consider the following etiquette tips when using social networking sites:

    • Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
    • Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
    • Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
    • Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
    • Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
    • Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
    • Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
    • Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
    • Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
    • Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.

    Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.

    Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
  • Joan McCabe on 16 Jun 12
     
    Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Catherine Strattner

ETAP640amp2012: Teaching Presence and Class Community presented by Alexandra Pickett (D... - 0 views

ualbany.mrooms.net/...view.php

community inquiry community of inquiry teaching presence

shared by Catherine Strattner on 12 Jul 12 - No Cached
  • Joan McCabe on 12 Jul 12
     
    Describes the three parts of teaching presence and how to foster them. Describes how to create a class community in an online course.
  • Catherine Strattner on 17 Jul 12
     
    Teaching presence cannot exist without a sense of community.
Diana Cary

Taylor & Francis Online :: Using Web tools, collaborating, and learning online - Distan... - 1 views

www.tandfonline.com/...0158791010220207

online synchronous learning asynchronous

shared by Diana Cary on 24 Jun 13 - No Cached
  • sing technology and learning collaboratively online included getting to know each other, respecting individual differences, negotiating meaning with others, and self‐regulating.
  • understanding of key design elements for online courses: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.
alexandra m. pickett

My Reflections (Gary) - 0 views

bedenharn.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.  
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i would love to have you bring some of that debate into your blog or into the class discussions.
  • it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      YES!!!! but who says it can only be limited to virtual activities, videos, an online stuff? Think outside the "box" :
  • I kept falling off the second floor of the  building and running into walls,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      here is a little video i made of my first year in SL. http://etap640.edublogs.org/secondlife-if-my-avatar-could-talk/ : ) me
  • ...6 more annotations...
  • I believe my list of assumptions can get very long, knowing how unpredictable this age group can be.  Now that I am not assuming anything, I can move on to the next step at planning this awesome astronomy course.
  • design.
  • module 1
  •   In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 
  •  I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.
  • . Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.
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