Skip to main content

Home/ ETAP640/ Group items tagged organizational models

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kristen Della

New Challenges for Universities: Why They Must Change - 0 views

www.springerlink.com/...x5275470r6062662

Universities colleges technology learning teaching research organizational models models culture

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    New Challenges for Universities: Why They Must Change. This chapter identifies the critical motivations and dimensions for change in today's universities. While the introduction of technology into teaching, learning, and research makes the necessity of change apparent, it is neither the only reason nor the only area in which universities will have to adopt new organizational models. The following questions are considered: what is the function of universities in today's societies? how can technology help the transfer to viable new futures of universities? why is the old culture of teaching and learning failing? what new forms of teaching and learning are needed for the twenty-first century? what is the prevailing culture of universities and why does this prevent necessary changes? how can the necessary changes be brought about?
b malczyk

Social ecological model - Micro, Mezzo, Macro - 0 views

en.wikipedia.org/...Social_ecological_model

shared by b malczyk on 13 Jul 12 - Cached
  • Microsystems consist of individual or interpersonal features
  • Mesosystems are the organizational or institutional factors that shape or structure the environment within which the individual and interpersonal relations occur
  • Macrosystems are the cultural contexts (Bronfenbrenner, 1979), not solely geographically or physically, but emotionally and ideologically
Danielle Melia

Suffolk Cooperative Library System - 0 views

www.suffolklibrarysystem.org

education learning teaching online technology

shared by Danielle Melia on 09 Jun 12 - No Cached
  • Danielle Melia on 09 Jun 12
     
    A cooperative enterprise such as SCLS cannot be articulated just through a list of services or with information about the service center itself. The strength of our System lies in the diversity, experiences and knowledge of each of its members as they work together for a common purpose. We believe that local control, coupled with aggressive cooperation, is the best organizational model for the libraries and their System.
Alena Rodick

Emotional presence, learning, and the online learning environment | Cleveland-Innes | T... - 0 views

www.irrodl.org/...2333

online_learning emotion emotional_presence pedagogy

shared by Alena Rodick on 23 Jun 14 - No Cached
  • Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
  • Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
  • Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
  • ...2 more annotations...
  • Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
  • ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
  • Alena Rodick on 23 Jun 14
     
    In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
1 - 4 of 4
Showing 20▼ items per page