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sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
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  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
Lauren D

ADDIE Model | Learning Theories - 0 views

www.learning-theories.com/addie-model.html

education learning teaching instructionaldesign theory

shared by Lauren D on 11 Jun 09 - Cached
  • Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
  • Jane DeMeis on 11 Jun 09
     
    Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist. Originator: Unknown.  Refined by Dick and Carey and others.
  • Lauren D on 10 Jun 12
     
    The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
Kristen Della

Instructional Design Models - 0 views

carbon.ucdenver.edu/...idmodels.html

instruction models instructional design

shared by Kristen Della on 30 May 11 - Cached
  • Kristen Della on 30 May 11
     
    Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. University at Colorado, Denver.
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
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.
Nicole Arduini-Van Hoose

Review: Teaching with Technology: Creating Student Centered Classrooms - 0 views

fno.org/teachingreview.html

shared by Nicole Arduini-Van Hoose on 10 Aug 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Aug 11
     
    a 10-year research study of the Apple Classroom of Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of instructional evolution in technology-rich classrooms: entry, adoption, adaptation, appropriation, and invention. The model describes a shift in instructional style, from traditional to constructivist, that the authors believe takes place as teachers become expert technology users leading to new levels of confidence and willingness to experiment with instruction.
Catherine Strattner

Schoolwide Enrichment Model - 0 views

www.gifted.uconn.edu/...semexec.html

Schoolwide Enrichment Model Gifted and Talented Critical Thinking

shared by Catherine Strattner on 03 Jun 12 - Cached
  • The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
  • Catherine Strattner on 03 Jun 12
     
    This is an executive summary of Joseph Renzulli's Schoolwide Enrichment Model.
  • Catherine Strattner on 03 Jun 12
     
    If you are interested in gifted and talented education and/or teaching higher order thinking skills, this is a great model to explore.
Catherine Strattner

Reading Online - Articles: Exploring an Approach to Online Instruction - 0 views

www.readingonline.org/...many

scaffolding online instruction

shared by Catherine Strattner on 04 Jun 12 - No Cached
  • One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.
  • Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying
  • Catherine Strattner on 04 Jun 12
     
    Addresses various uses of scaffolding in online instruction.
  • Catherine Strattner on 04 Jun 12
     
    This article provides examples of online instructional scaffolding.
Diane Gusa

Interactivity: A Forgotten Art? - 1 views

www2.gsu.edu/...interact

art interactivity teaching online module 4 blog

shared by Diane Gusa on 16 Jul 11 - Cached
  • Interactivity: A Forgotten Art?
  • Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
  • Interaction is intrinsic to successful, effective instructional practice as well as individual discover
  • ...14 more annotations...
  • Interacti
  • The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
  • the importance of rigorous instructional design and the application of appropriate graphical interfaces
  • Support Interactivity
  • Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
  • In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
  • The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
  • The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
  • understand that quality in an instructional resource is a function of the design effort, not the technology.
  • from simple help messages to complex tutorial systems.
  • The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
  • With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
  • The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
  • proposing three dimensions by which interactive instruction may be viewed.
Diane Gusa

From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views

www-distance.syr.edu/sdlhuman.html

self-direction humanism learning db module 4

shared by Diane Gusa on 11 Jul 11 - Cached
  • It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
  • It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
  • We consider it important to understand why some of the philosophical differences between the two disciplines exist.
  • ...8 more annotations...
  • instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
  • As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
  • Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
  • Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
  • "If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
  • The learning environment should allow each learner to proceed at a pace best suited to the individual.
  • It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
  • We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
Danielle Melia

EBSCOhost: Improving instruction as a team - 0 views

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

education teaching academic students learning technology

shared by Danielle Melia on 21 Jun 12 - No Cached
  • Danielle Melia on 21 Jun 12
     
    The writer discusses an innovative teacher certification program offered through Voyager Expanded Learning and the University of North Texas that models a new way of teaching and learning with technology at the core. With online curriculum, differentiated instruction, project-based learning, and team learning at its heart, the program aims to improve the quality of instruction by providing a model of learning that was not available when the majority of current classroom teachers received training.
Lisa Martin

Pedagogical and Andragogical Learning (article) by Lloydene F Hill on AuthorsDen - 0 views

www.authorsden.com/...viewArticle.asp

shared by Lisa Martin on 06 Jun 12 - No Cached
  • With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress.
    • Lisa Martin
      Lisa Martin on 06 Jun 12
       
      Pedagogical model definition
  • An adult learner must first investigate why they must undertake the learning task, and assess the possible positive or negative outcomes associated with learning this body of knowledge, or not. Once this has been accomplished, the adult learner will focus an extreme amount of energy and time into the task of obtaining this knowledge, and be responsible for his own decisions with regards to that knowledge. Adults possess a deep desire to be recognized as self-disciplined, self-motivated, and independent self-helping individuals. If they are treated like the students in the pedagogical learning model, they become psychologically conflicted as the need to be independent and self-focused battles with the dependency that was established in early on in their education.
    • Lisa Martin
      Lisa Martin on 06 Jun 12
       
      Andragogical learning model definition
  • The andragogical learning model was designed to encompass the adult learner, and it works extremely well in that capacity, however, there are instances where a pedagogical model can be more appropriate for the adult learner, i.e., when learning unfamiliar subject matter.
    • Lisa Martin
      Lisa Martin on 06 Jun 12
       
      I agree that there are cases where adults can benefit from the pedagogical model.
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

www.westga.edu/...howell63.html

shared by Irene Watts-Politza on 13 Jun 12 - Cached
  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
      Irene Watts-Politza on 13 Jun 12
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
  • ...11 more annotations...
  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
  • Joan McCabe on 13 Jun 12
     
    Trends that affect distance education. The part that shows how different online students are now is very interesting.
Alicia Fernandez

A CONSTRUCTIVIST MODEL FOR THINKING ABOUT LEARNING ONLINE - 0 views

www.rcet.org/...constructivist_theory.pdf

constructivist model online learning

shared by Alicia Fernandez on 25 Jun 14 - No Cached
  • Alicia Fernandez on 25 Jun 14
     
    This paper provides a brief overview of constructivist learning theory and explores its implications for instruction in terms of the design of online learning environments that are learner-centered, knowledge-centered, assessment-centered, and community centered. It then presents a model for organizing thinking about technology-mediated learning within a social constructivist frame. The RCET model distinguishes three interacting domains of knowledge construction -- conceptualization, representation, and use --within which the unique affordances and constraints of the online medium and their effects on learning can be scrutinized. It is hoped that so narrowing the focus of inquiry might guide research to pursue findings which can meaningfully inform practice and advance online learning.
Melissa Pietricola

ERIC - Education Resources Information Center - 0 views

eric.ed.gov/...simpleSearch.jsp

student model

shared by Melissa Pietricola on 08 Jul 10 - Cached
  • Melissa Pietricola on 08 Jul 10
     
    DIfferent studies that examined modeling in instructional settings-elementary science, for students with special needs, videos in social studies classes, and in medical training. In summary, teacher modelling shown as positive practice.
Kristen Della

Objectivism vs. Constructivism: The Origins of this Debate and the Implications for In... - 0 views

www.coedu.usf.edu/...ectivism_vs_constructivism.htm

Instructional desing objectivist constructivist education behavior process

shared by Kristen Della on 05 Jun 11 - No Cached
  • Kristen Della on 05 Jun 11
     
    Because many Instructional Design models have their origin's in objectivist conceptions of Education, Instructional Designers all to often focus on observable behaviors. Knowledge, of course, is central to education, and learning should not be forgotten. The purpose of this paper is threefold; it is to examine the historical context of the current philosophical debate in Education, to discuss the relationship of knowledge to Instructional Design, and to discuss other ways of conceiving of the Instructional Design process.
Lauren D

Direct Instruction: Targeting Strategies for Student Success - 1 views

www.ngsp.net/...SEB21_0414A.pdf

education strategies critical_thinking

shared by Lauren D on 06 Jul 12 - No Cached
  • Lauren D on 06 Jul 12
     
    "The exemplary model of direct, explicit instruction consists of five phases that allow teachers to scaffold instruction, gradually shifting and releasing responsibility for completing a task from themselves to students." 1. Orientation 2. Presentation 3. Structured Practice 4. Guided Practice 5. Independent Practice
Michael Lucatorto

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

www.irrodl.org/...1644

shared by Michael Lucatorto on 06 Jun 11 - No Cached
  • The common practice of systematic design, such as the ADDIE model, simply did not fit well with the academic culture (Moore & Kearsley, 2004; Magnussen, 2005). Over the past two decades, instructional designers in higher education have needed to redefine their role and practice. The role of a change agent emerged as instructional designers worked side by side with faculty to rethink their teaching in order to integrate technology into course design and delivery (Campbell, Schwier, & Kenny, 2007). Not only do instructional designers play the role of advisers to faculty and department on issues of curriculum and course quality, they also play a vital role in faculty development and institutional change when it comes to researching and implementing new learning technologies. Undoubtedly, instructional designers in higher education need to modify their approach and design models to fulfill their widening role and to make meaningful contributions. New design prototypes have evolved through field experience in higher education (Power, 2009), and role-based design has been proposed to transform the field of instructional design (Hokanson, Miller, & Hooper, 2008).
  • There was strong agreement among participants that the guidelines are more helpful for new and less-experienced faculty members.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
  • ...10 more annotations...
  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
Catherine Strattner

http://ejournals.ebsco.com/Direct.asp?AccessToken=5W69W4JTRQPPQS9R4RPBWFUR9U69T66FU4&Sh... - 0 views

ejournals.ebsco.com/Direct.asp

problem problem solving teaching learning

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Catherine Strattner on 29 Jun 12
     
    Abstract: Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. This paper distinguishes between well-structured problems and ill-structured problems. Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best. For both types of problems, this paper presents models for how learners solve them and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.
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