Skip to main content

Home/ ETAP640/ Group items tagged management strategies

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Danielle Melia

EBSCOhost: The Relationship between Flexible and Self-Regulated Learning in Open and D... - 0 views

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

interaction courses online education teaching learning

shared by Danielle Melia on 18 Jun 12 - No Cached
  • Danielle Melia on 18 Jun 12
     
    Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one's learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility. [ABSTRACT FROM AUTHOR]
Hedy Lowenheim

How Do I Invest? | Beginning Investing - 4 views

www.fool.com/...how-do-i-invest.aspx

Module 4 assignment

shared by Hedy Lowenheim on 31 Jul 13 - Cached
  • What is investing?Any time you invest, you're devoting your own time, resources, or effort to achieve a greater goal. You can invest your weekends in a good cause, invest your intelligence in your job, or invest your time in a relationship. Just as you undertake each of these expecting good results, you invest your money in a stock, bond, or mutual fund because you think its value will appreciate over time.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Very useful site for my course in personal finance. The site explains personal finance in very simple terms. Most anyone should be able to relate to how the information on investing is presented. Great information on topics such as investing, goal setting, active and passive management, etc., that correspond to many of my course's learning objectives.
  • Planning and setting goalsInvesting is like a long car trip: A lot of planning goes into it. Before you start, you've got to ask yourself: Where are you going? (What are your financial goals?) How long is the trip? (What is your investing "time horizon"?) What should you pack? (What type of investments will you make?) How much gas will you need? (How much money will you need to reach your goals? How much can you devote to a regular investing plan?) Will you need to stop along the way? (Do you have short-term financial needs?) How long do you plan on staying? (Will you need to live off the investment in later years?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      The car trip analogy that the authors use in this article for planning & setting personal financial goals, is something everyone can relate to. This gave me some excellent ideas that will definitely be of use to me in my course since financial goal planning is another one of my learning objectives. I felt that the car trip analogy used on the site will assist with understanding the planning that goes into creating medium and short term goals was brilliant, and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example what to bring on the trip, how long it will take, how many stops there will be along the way, etc.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding cash management and cash flow and having the students understand how important it is to save, and put that money to work. Site has some very useful examples on how to save and put away money automatically in a disciplined fashion.
  • Active and passive strategiesThe two main methods of investing in stocks are called active and passive management, and the difference between them has nothing to do with how much time you spend on the couch (or the exercise bike). Active investors (or their brokers or fund managers) pick their own stocks, bonds, and other investments. Passive investors let their holdings follow an index created by some third party.
  • ...1 more annotation...
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding the difference between active and passive management. This site will definitely be helpful in refining some of the learning objectives in my course. It might also be a good site to post a link to for more information on specific person investing topics.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Alex I plan on using this Motley Fools web site which focuses on investment basics since the personal investing terms and strategies are presented very clearly, simply and with humor and relate directly to learning objectives in my modules; such as active and passive strategies in relation to investing (module 6), cash management/cash flow (module 2), and short and medium goal planning (module 3). The site will be an excellent resource for the students. This will also introduce them to the Motley Fool web site which should be helpful to them throughout the course and afterward. I felt that the car trip analogy used on the site to help understand the planning that goes into creating medium and short term goals was brilliant and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example things like what to take on the trip, how long it will take, how many stops there will be along the way, etc. I added some comments under the highlighted areas in Diigo with sticky notes (you should also be able to view them on the site) that reference a few of my learning objectives. By the way, I did find some useful sites on Merlot & OER, but many of linked to PDF files. A link on Merlot led me to the Motley Fools web site. I hope this helps! Hedy
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I am under the impression that you cannot highlight text & create sticky notes in PDFs (just tested again), that was why I was having a hard time finding an acceptable site for the assignment in Merlot, most were PDF files. I guess I could have bookmarked them in Diigo and entered my comments write on the Diigo site instead of on the actual URL. I was thrilled once the Merlot site linked to the Motley Fool site!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      ahhh. yes, that is true, put you can bookmark the resource, and annotate it on the diigo site - exactly as you describe! just wanted to be sure you knew that : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I thought you might have wanted us to do highlighting and sticky notes for the assignment and right from the actual URL site. I must say that in the past 24 hours I have became much more familiar with Diigo, sink or swim, but I still need to work with it. Love the tool! Will we have access to Diigo after the course? Thanks and get some rest!!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      yes. i want to be sure you can use this tool, so i am glad you persisted!! and i am really glad you love the tool. me too! yes you will have access to this group and this tool beyond the end of the term. that is one of the reasons i use the tool!
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      Excellent!! Be great if students continue to use it. Looks like these messages b/t us are not for public viewing. Is that a setting you turned on? I know there is public/pvt setting for sticky notes when you first create one (that's what was giving a bunch of students issues), but I do not see that setting on these notes. Hope this makes sense. Thanks& hope swimming is going well! Hedy
Maria Guadron

Strategies for Managing the Online Workload - Strategies for Managing the Online Worklo... - 1 views

itunes.apple.com/...id429875405

Online workload itunes

shared by Maria Guadron on 18 Jun 12 - No Cached
  • Maria Guadron on 18 Jun 12
     
    Podcasts in iTunes from Penn State about managing the online workload.
Maria Guadron

TEAL Center Fact Sheet No. 6: Student-Centered Learning | Teaching Excellence in Adult ... - 0 views

teal.ed.gov/...studentcentered

student-centered learning

shared by Maria Guadron on 15 Aug 12 - No Cached
  • Maria Guadron on 15 Aug 12
     
    "Instructional strategies and methods are used to Manage time in flexible ways to match learner needs. Include learning activities that are personally relevant to learners. Give learners increasing responsibility for the learning process. Provide questions and tasks that stimulate learners' thinking beyond rote memorization. Help learners refine their understanding by using critical thinking skills. Support learners in developing and using effective learning strategies for each task. Include peer learning and peer teaching as part of the instructional method. "
William Meredith

Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice - 0 views

www.westga.edu/...schnitzer82.htm

shared by William Meredith on 01 Jul 12 - Cached
  • Virtual adjunct faculty have largely carried higher education into the cyber classroom. Adjunct faculty have always been broadly used in higher education, especially in the community college setting. Nationally, adjuncts teach 30-50% of all credit courses. At community colleges, adjuncts compose about 60% of all faculty (Gappa and Leslie, 1993).
  • About 80% of all online course offerings are taught by virtual adjuncts. About 70% of the active 250 adjuncts teaching in the program reside in the state of Florida , and the other half in assorted states.
  • As colleges and universities work steadily to get full-time faculty onboard with distance learning, virtual adjuncts have eagerly stepped up to fill the void, thereby enabling institutions to respond promptly to market demand.
  • ...6 more annotations...
  • Having familiar, collegial, and multiple points of contact helps them develop and maintain the confidence they need to be successful teachers. And, mentoring is a proven-effective strategy for support, improvement, and community building.
  • . Adjuncts who know that they are working for a professional organization are more likely to feel a sense of pride in their affiliation, and feel accountable to the institution.
  • These required training opportunities allow new adjuncts to actively learn about FCCJ's instructional culture, and build community with other instructors. They actively discuss their teaching experiences, best practices, learn new strategies for teaching online, and apply those strategies to the courses they are currently teaching.
  • In the online environment, Virtual Adjuncts need to know clearly what the institution's expectations are of them, and whether they are meeting those expectations. There is very little continuity among contemporary online programs, and each institution has its own instructional priorities, goals, constituencies, and definitions of excellence. Many adjuncts teach simultaneously at multiple institutions, and so it is important to define expectations clearly.
  • Peer-based sharing is the most effective model for the professional learning community
  • Maria Puzziferro-Schnitzer
  • William Meredith on 01 Jul 12
     
    How to manage a growing cadre of online adjuncts.  Provides great numbers on percentages of adjuncts.
Lisa Martin

Tips from: Strategies for Managing Workload by Penn State World Campus at one... - 0 views

lisamartin371.edublogs.org/...oad-by-penn-state-world-campus

strategies managing workload penn state world campus

shared by Lisa Martin on 09 Aug 12 - No Cached
  • Lisa Martin on 09 Aug 12
     
    I summarized what I thought were the most valuable tips from these videos for myself as a reference.
Amy M

Classroom Management in the Online Environment - 0 views

jolt.merlot.org/...stewart_0908.pdf

classroom management

shared by Amy M on 01 Aug 12 - No Cached
  • Amy M on 01 Aug 12
     
    classroom management requires pre- and post- course development strategies
Alicia Fernandez

Online social networks as formal learning environments: Learner experiences and activit... - 0 views

www.irrodl.org/...2077

Online learning learner experience online social networks social networking sites Elgg

shared by Alicia Fernandez on 08 Jul 14 - No Cached
  • Alicia Fernandez on 08 Jul 14
     
    Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation.
ian august

Review of Weimer, Learning-Centered Teaching - 0 views

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

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

Section 4.4: Classroom Management Strategies - 0 views

www.angelo.edu/...Section44.htm

section classroom classroom management strategies management Module 4 assignment

shared by Amy M on 01 Aug 12 - No Cached
  • Horton (2006) asserts disruptive behavior is as common in the online classroom as it is in face-to-face classrooms; however, the “opportunities for bad behavior are magnified by the power of technology” (p. 488).
  • Amy M on 01 Aug 12
     
    EDIT 5397: Online Teaching Training Course
Maree Michaud-Sacks

Strategies for Managing Large Online Classes - 0 views

scholarworks.boisestate.edu/...viewcontent.cgi

large online course

shared by Maree Michaud-Sacks on 07 Jun 13 - No Cached
  • Maree Michaud-Sacks on 07 Jun 13
     
    Strategies to manage large online courses
Gary Bedenharn

Feb06_article01 - 0 views

itdl.org/...article01.htm

education learning teaching technology social module 2

shared by Gary Bedenharn on 24 Jun 12 - Cached
  • Gary Bedenharn on 24 Jun 12
     
    Time management strategies for an online course.
Maria Guadron

8 Forces for Leaders of Change - 0 views

www.michaelfullan.ca/...8ForcesforLeaders.pdf

change leaders

shared by Maria Guadron on 04 Jul 12 - No Cached
  • Maria Guadron on 05 Jul 12
     
    Change management strategies for system change
Catherine Strattner

Illinois Online Network: Instructional Resources : Pointers and Clickers : Facilitating... - 1 views

www.ion.uillinois.edu/...index.asp

Online Learning facilitation learning time management

shared by Catherine Strattner on 08 Jun 12 - Cached
  • Make the chunks or pieces of information small enough to appeal to and be processed by those who have only 15 to 30 minutes a day to log in. These small pieces of information can quickly be processed by the student who can then return later to finish other assignments. There can be more than one chunk of information per unit or module, but the unit itself should be broke into manageable chunks.
  • An online syllabus should also contain information relating to the length of time a given assignment is anticipated to take for the average student.
  • With an engaging course in which many students are active participants, the number of messages posted within any course discussion forum can quickly grow. When such a case presents itself, it is a good idea to give specific minimum (and maximum if necessary) requirements concerning the number of posts each student is required to submit. For example, in an ice-breaking activity, you could require each student to post responses to 2 other student posts chosen by selecting the student above and below that student in a listing of students sorted by some criteria such as alphabetically by login. When minimum requirements and other guidelines are given, students know how much work is expected of them for the assignment, ensuring that they will allocate enough time to do an adequate job and enabling them able to prioritize their time. Even an active student can have a busy week in which he/she must schedule time to properly meet this minimum requirement.
  • ...2 more annotations...
  • Also, many would argue that students (and people in general) have a naturally inquisitive nature. To bring out this potential in one's students, try building "discovery" activities into the course. Ask students to find a new site or pose a question of their own on a weekly basis. Any activity that involves the students will aid in their motivation.
  • If a student is beginning to lag behind the rest of the course, or the student is not making the required posts, direct items specifically to that student. When prompting higher order thinking, provide a list of students that you would like to respond to the question. Always be sure that such lists include active students as well to take the pressure off the lagging student as having to be the first one to post a response.
  • Lisa Martin on 08 Jun 12
     
    I highlighted time management strategies in the text but when it posted here, it was messed up...It looked fine in my library, but not here. Sorry, it should still be highlighted when you get there.
  • Catherine Strattner on 09 Jun 12
     
    Excellent tips on facilitating online learning skills.
Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

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

  • 3. Etiquette - Using Your Online Manners!


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

    Consider the following etiquette tips when using social networking sites:

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

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

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

How to Design Effective Online Group Work Activities Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...e-online-group-work-activities

collaboration groupwork design

shared by efleonhardt on 23 Jun 12 - No Cached
  • Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”
  • In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

www.educause.edu/...education-survey-says%E2%80%A6

Survey online teaching

shared by Heather Kurto on 06 Jul 12 - No Cached
  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
  • ...7 more annotations...
  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • ), and educational opportunities.25Online Teaching Skills.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
  • Gary Bedenharn on 06 Jul 12
     
    The study of what online teaching might look like in the near future.
Lauren D

Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirsch... - 0 views

www.cogtech.usc.edu/...hmelo_ep07.pdf

strategies critical_thinking direct_instruction constructivism scaffolding education

shared by Lauren D on 19 Jul 12 - No Cached
  • Lauren D on 19 Jul 12
     
    "Scaffolding makes the learning more tractable for students by changing complex and difficult tasks in ways that make these tasks accessible, manageable, and within student's zone of proximal development."
Diana Cary

Facilitating Interaction in Computer Mediated Online Courses - 0 views

repository.maestra.net/...Facilitating%20Interaction.htm

control online courses

shared by Diana Cary on 02 Jul 13 - No Cached
  • In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
  • The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
  • Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
  • ...11 more annotations...
  • control
  • From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
  • Students become complex problem-solvers rather than just memorizers of facts
  • Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
  • Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
  • Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
  • From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
  • From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
  • From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
  • More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
  • Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
William Meredith

Strategies for Effective Online Group Work: Virtual Work Groups - 0 views

www.brighthub.com/...54305.aspx

shared by William Meredith on 24 Jun 12 - Cached
  • It is very important to bond with group members---to break the ice, post photos, details, etc.---so that team members can know each other personally
  • It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks
  • Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was d
  • ...4 more annotations...
  • It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks. Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was don
  • by one person only
  • It is recommended to define a communication plan and communicate regularly with an instant manager or video chat.
  • All group members should have their own tasks for which they are responsible. If done accurately, they should be rewarded in terms of acknowledgement in the form of a group thank you message
  • William Meredith on 24 Jun 12
     
    How to be successful in online groups
1 - 20 of 26 Next ›
Showing 20▼ items per page