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Alena Rodick

A Framework for Designing Questions for Online Learning - 0 views

www.iddl.vt.edu/...frame.html

learning Theories instructional_design questioning

shared by Alena Rodick on 02 Jul 14 - No Cached
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • t least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • ...3 more annotations...
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education.
  • Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion.
  • Alena Rodick on 02 Jul 14
     
    "The discussion method is one of the most commonly used pedagogical techniques in the online classroom. Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education. Proper attention to the design, facilitation, and maintenance of an online instructional discussion is critical to promote students' constructive thinking. Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion. This framework is placed within a broader context of discussion within a constructivist, online environment. Numerous examples of discussion questions which were gathered from experienced online instructors are presented with the goal of preparing students and teachers to participate effectively in online discussions."
Alicia Fernandez

Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views

www.irrodl.org/...1648

Community of Inquiry higher education teaching presence content analysis

shared by Alicia Fernandez on 17 Jun 13 - No Cached
  • The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
  • Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
  • First, there is a need to revisit two of the original three teaching presence elements.
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  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
  • If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
  • These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
  • When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
  • restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
  • These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments. 
  • Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to   demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
  • In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication.  We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence. 
  • Alicia Fernandez on 15 Jun 14
     
    With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095

CoI Shea 'learning presence

shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
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  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  • Catherine Strattner on 18 Jul 12
     
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
Joy Quah Yien-ling

Instructional Design Framework for Authentic Learning - 0 views

docs.google.com/viewer

cognitive apprenticeship instructional design framework onservation

shared by Joy Quah Yien-ling on 14 Jun 10 - No Cached
  • Joy Quah Yien-ling on 14 Jun 10
     
    Stresses the importance of observing more experienced professionals at work in order to learn from them through cognitive apprenticeship.
Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

www.ascilite.org.au/...55

Web 2.0 teachers

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Heather Kurto

JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

scholar.lib.vt.edu/...dixon.html

learning transfer problem solving

shared by Heather Kurto on 07 Jun 13 - No Cached
  • There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
  • A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
  • ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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  • The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
  • Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
  • Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
  • Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
  • Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
  • This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
  • Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
  • Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
Joy Quah Yien-ling

Using Gagne's 9 Events of Learning in e-Learning - 0 views

minutebio.com/gagne

consistency module instructional design framework

shared by Joy Quah Yien-ling on 29 Jun 10 - Cached
  • Joy Quah Yien-ling on 29 Jun 10
     
    A framework for establishing consistency in each module.
Joy Quah Yien-ling

Researching the community of inquiry framework: Review, issues, and future directions - 0 views

www.sciencedirect.com/science

Community of Inquiry instructional design framework instructional model

shared by Joy Quah Yien-ling on 17 Jun 10 - No Cached
  • Joy Quah Yien-ling on 17 Jun 10
     
    Complete version available in the journal "Internet and Higher Education" from the EBSCO database. The complete version is by Garrison and Arbaugh. The Internet version is only by Garrison.
Sue Rappazzo

PREPARING OR REVISING A COURSE - 0 views

honolulu.hawaii.edu/...prepcors.htm

shared by Sue Rappazzo on 30 Jun 10 - Cached
  • fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
  • Distinguish between essential and optional material.
  • Cut to the chase. Go for the most critical skills or ideas and drop the rest
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  • Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
  • Devise a logical arrangement for the course content.
  • Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
  • List all class meetings.
  • elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
Catherine Strattner

Instructional Design Commons - 1 views

instructionaldesigning.org/node

community inquiry community of inquiry teaching presence instructional design

shared by Catherine Strattner on 17 Jul 12 - No Cached
  • Catherine Strattner on 17 Jul 12
     
    Interesting series on each piece of the CoI framework.
  • Irene Watts-Politza on 18 Jul 12
     
    If you click on "Available on the Web", you are able to "attend" an archived Elluminate Live! discussion on the topics of teaching and cognitive presence.
  • Irene Watts-Politza on 18 Jul 12
     
    If you click on "Available on the Internet", you can view archived Elluminate Live! presentations on Teaching or cognitive presence.
Jessica M

Universal Design for Learning (UDL) | Special Education - 1 views

sped.dpi.wi.gov/sped_udl

UDL Online Diversity Students

shared by Jessica M on 05 Jun 14 - No Cached
  • Universal Design for Learning is a framework that provides educators with a structure to develop their instruction to meet the wide range of diversity among all learners.
  • provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged;
  • educes barriers in instruction
Maree Michaud-Sacks

An Instructional Strategy Framework for Online Learning Environments - 0 views

olms.cte.jhu.edu/...nal%20Strategy%20Framework.pdf

online learning Instructional Design

shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    This article suggests a combination of traditional learning theories can be adapted to form good practice for online learning.
alexandra m. pickett

ETAP640amp2013: The Millennials and Modern Education - 1 views

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

shared by alexandra m. pickett on 14 Aug 13 - No Cached
  • According to Bichelmeyer (2004), a “model” in regards to instructional design is one that “is a template, a structure, an approach” (p.3). Empirical evidence shows that ADDIE is in fact, not an instructional model, but instead a “conceptual framework” for learning (p.4).
alexandra m. pickett

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 0 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

evaluating lens

shared by alexandra m. pickett on 28 May 08 - Cached
  • Principle 1: Good Practice Encourages Student-Faculty Contact
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      Our SLN research shows that the highest predictor of satisfaction with online instruction among online students is the quantity and quality of interaction with the online instructor. How would you move that research finding into practice in your own online course? How do you see that understanding expressed in our course ETAP 687?
  • Principle 2: Good Practice Encourages Cooperation Among Students
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      The second highest predictor that we have found in our SLN research of satisfaction and high levels of reported learning among online students is the quantity and quality of interaction between students. Knowing that, what implications might that have in the design of online activities in your online course?
  • The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.
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