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lkryder

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping - 0 views

  • Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
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    Results of study on quizzing vs concept mapping - new information about "practice retrieval" and learning
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    This is the study that explores the results of "practice retrieval" by administering quizzes after new information is introduced, and how that compares to student results of those who used concept mapping instead.
Shoubang Jian

Concept mapping as a medium of shared cognition in computer-supported collaborative pro... - 0 views

  • Two concepts and research paradigms are closely related to the problem area of collaborative learning--distributed cognition and shared cognition
  • Mind tools, (alternatively known as cognitive tools; Kommers, Jonassen, & Mayes, 1991) are intended to engage and facilitate cognitive processing
  • Concept mapping falls into the large category of Mind tools
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  • common frame of reference
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    Here's the full article "Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving".
Amy M

Course Wrapping with Concept Mapping -- A Strategy for Capturing Course Content Meaning... - 0 views

  • Concept mapping requires thinking structurally about concepts, both object concepts and event concepts.
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    Background on concept mapping
Nicole Arduini-Van Hoose

CoL Model--concept map - 0 views

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    CoI model in concept map form
Melissa Pietricola

Concept Mapping As A Medium Of Shared Cognition In Computer Supported Collaborative Pro... - 1 views

  • the mode of sharing and the representation of knowledge as expressed by students are more important than the access to the distributed resources itself.
    • Melissa Pietricola
       
      Mode of sharing being of the utmost importance.
  • concept Shared cognition emphasises the mutual understanding of collaborators' perspectives and shared interpretations of the problem as an essential requirement of collaboration
  • very important that cooperating subjects acquire a common frame of reference to communicate their individual viewpoints
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  • knowledge is arranged in networks with meaningful connections between nodes.
  • hared cognition is built upon the individual inputs in the collaborative process. Representing their cognitive structures and negotiating about the meaning of concepts, individuals reach a common vision on the problem.
  • Shared cognition at the same is the way a group contributes to "personal meaning" at the level of individual students
  • shared cognition is substantial for cognitive construction and reconstruction and that concept mapping is an effective tool for mediating computer-supported collaboration
  • orm in which knowledge is shared strongly influences the process of shaping, and shared cognition subsequently influences the effectiveness of collaborative learning
Anne Deutsch

bubbl.us - 1 views

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    brainstorming/concept mapping/mind mapping free online tool - need to register to use
Maria Guadron

VoiceThread in Education - MindMeister Mind Map - 0 views

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    A concept map about VoiceThread in education from MindMeister.
lkryder

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • โ€œI think that learning is all about retrieving, all about reconstructing our knowledge,โ€ said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. โ€œI think that weโ€™re tapping into something fundamental about how the mind works when we talk about retrieval.โ€
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  • These other methods not only are popular, the researchers reported; they also seem to give students
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • The final group took a โ€œretrieval practiceโ€ test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But โ€œwhen we use our memories by retrieving things, we change our accessโ€ to that information, Dr. Bjork said. โ€œWhat we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.โ€
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism โ€” the idea that children should discover their own approach to learning, emphasizing reasoning over memorization โ€” said in an e-mail that the results โ€œthrow down the gauntlet to those progressive educators, myself included.โ€ โ€œEducators who embrace seemingly more active approaches, like concept mapping,โ€ he continued, โ€œare challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.โ€
    • lkryder
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
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    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
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    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
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    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
Diane Gusa

ON COURSE: The One-Minute Paper - 0 views

  • : A โ€œone-minute paperโ€ 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 dayโ€™s lesson and provides the instructor with useful feedback.
  • What was the most important concept you learned in class today? Or, โ€œWhat was the โ€˜muddiestโ€™ or most confusing concept covered in todayโ€™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
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  • *For you, what interesting questions remain unanswered about todayโ€™s topic?
  • In your opinion, what was the most useful idea discussed in todayโ€™s class?
  • *What do you think was the most important point or central concept communicated during todayโ€™s presentation?  
  • *What relationship did you see between todayโ€™s topic and other topics previously covered in this course?
  • Minute papers can provide a โ€œconceptual bridgeโ€ 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.
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

  • Student centered learning
    • alexandra m. pickett
       
      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
       
      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
       
      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
       
      self-assessment?!
    • alexandra m. pickett
       
      missing from every post! check the rubric!
    • ian august
       
      i did not even realize, :O
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  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
       
      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
       
      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
       
      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
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
       
      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
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
       
      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. :-)
  • donโ€™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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
alexandra m. pickett

Video - Behind the Scenes: The Science Team | K12 - 0 views

  • The team looked for the best experiments that kids could do safely in person, and created online labs for those that are more complex.
    • Teresa Dobler
       
      The online program incorporates a combination of physical labs students complete as well as online activties.
    • alexandra m. pickett
       
      Hi Teresa: just wanted to say hi and let you know that i am thrilled that you are using this tool so well so quickly : )
    • Teresa Dobler
       
      Program includes materials to engage students such as virtual labs and interactive periodic tables. Virtual labs take students through as much detail as which gloves to pick and what to do when something goes wrong, just like in a real experiment. In addition, they send a chemistry kit for experiments that are not dangerous. The courses also include interactive concept maps that tie the concepts together to help students understand.
Kelly Gorcica

Introducing transliteracy - 0 views

  • Transliteracy is recent terminology gaining currency in the library world.
  • The essential idea here is that transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media.
  • working definition
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  • Sue Thomas, professor of new media at De Montfort University, attended the Transliteracies conference held by this group in 2005 and has since built upon their research to develop the key concepts and working definition of transliteracy.
  • transliteracy is concerned with what it means to be literate in the 21st century.
  • In its original iteration, transliteracy is more about understanding the ways various means of communication interact and understanding, not necessarily teaching, the skills necessary to move effortlessly from one medium to another.
alexandra m. pickett

Scholarly Communications @ Duke ยป Transformation and teaching - 0 views

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    "ransformative uses are, broadly speaking, uses of copyrighted works which create something new that has a different purpose than the original work involved. Transformative works are often identified as those which do not create any kind of market competition with the original work. Thus a parody of a 1950's classic song by a 1980's rap group is a transformative use of the original, and an historical work about the Grateful Dead makes a transformative use of original concert posters for Dead concerts when it uses them to illustrate a time line. "
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    "transformative"? The line is so blurry there. Just how much musical material do you have to use from another recording before it is "ripping off"? Otherwise, one of my project options for my final project is for a student to create a concert poster in the style of 1960s Fillmore/Winterland posters that illustrate a concept map of what the student has learned.
Kristina Lattanzio

Well-Tempered Clavier: analysis, scores, and digital sound - 0 views

    • Kristina Lattanzio
       
      Hover over the keyboard to get a list of fuges by J.S. Bach. Click on one and an excerpt from that fugue will play. Move over to play movie and a new screen will come up. The entire fugue will play while scrolling through the music. A listening analysis map will also show and will move while the piece is playing.
    • Kristina Lattanzio
       
      Click on each of the titles to read a description of what each is: prelude, clavier, fugue, well-tempered, symbol, history.
    • Kristina Lattanzio
       
      The pieces in this site could be used during various discussion assignments for Music Theory and Analysis course. They can also be used to show examples of the concepts in many of the course module activities and how they are used in real music.
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    This site includes all of the Fugues from the "Well-Tempered Clavier", a book of preludes and fuges by J.S. Bach. Each fugue is played and includes a movie of the music and a timeline of analysis to go along.
lkryder

Johns Hopkins University School of Education Graphics and Learning - 0 views

  • It is of course important to organize one's ideas before formal writing, but I now believe that all students should have the choice of whether to do so in outline or in some graphic form.
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    visualizing ideas and types of visualization
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    visualizing ideas and types of visualization
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