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Diana Cary

Learners' Perspectives on what is Missing from Online Learning: Interpretations through... - 0 views

www.irrodl.org/...743

teacher presence COI community learners online

shared by Diana Cary on 15 Jun 13 - Cached
  • Concerns surrounding the lack of physical presence in an online learning environment have led researchers to investigate the concept of presence when learning online
  • Early work focused on social presence and the idea of participation and belonging
  • Social presence is a factor that contributes to building a community of learners
  • ...4 more annotations...
  • "the degree of feeling, perception, and reaction to another intellectual entity in the CMC environment"
  • "feeling intimacy or togetherness in terms of sharing time and place"
  • "the ability of learners to project themselves socially and emotionally in a community of inquiry"
  • Five themes regarding what learners perceived was missing from their online learning experience emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner.
Irene Watts-Politza

Reflections on Online Teaching - Diane Hamilton - 3 views

dianehamilton.edublogs.org

shared by Irene Watts-Politza on 27 May 12 - No Cached
  • maybe even a little less nervous. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 12
       
      you are doing a great job so far! : )
    • diane hamilton
      diane hamilton on 27 May 12
       
      Thanks!
  • The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
  • I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
  • ...9 more annotations...
  • (even caused me to consider dropping
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am so glad you didn't : )
  • conversational tone she is requesting we use.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
    • diane hamilton
      diane hamilton on 27 Jun 12
       
      Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
  • I keep trying to understand why it’s been repeated
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
  • Maybe that’s the point.  Maybe I don’t need to know everything well, just the things I need in the moment. 
  • I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings.  There is a QUEST in every QUESTion!
  • It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Great screencast, Diane! What a wonderful way to add social presence and direct instruction
    • diane hamilton
      diane hamilton on 29 Jul 12
       
      Thanks!
    • Catherine Strattner
      Catherine Strattner on 30 Jul 12
       
      I would like to echo Maria! Thinking about doing this in my course as well- thank you for the inspiration!
    • Lauren D
      Lauren D on 31 Jul 12
       
      Great idea with the screencast!
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Interesting....
Maree Michaud-Sacks

Creating Social Presence in Online Learning Environments - 0 views

insdsg602-s13-manning.wikispaces.umb.edu/...e%20in%20online%20learning.pdf

online learning social presence

shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    This article suggests strategies for creating social presence
Diane Gusa

e-mentor: Validating a measure of presence in an online community - 0 views

bit.ly/kHHICi

online social-cognitive-teacher presence

shared by Diane Gusa on 03 Jun 11 - No Cached
  • Diane Gusa on 03 Jun 11
     
    One model that has gained a good deal of attention is the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000). The CoI framework is a process model that provides a comprehensive theoretical model that can inform both research on online learning and the practice of online instruction. The CoI model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence and cognitive presence.
alexandra m. pickett

etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Brilliant! i love how you have made your thinking visible to me here!!!
  • 2) leaving my comfort zone and exploring methods I had little training in. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      i am so glad you choose #2, joan!
  • ...23 more annotations...
  •  Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      Well said. I couldn't agree with you more.
  • Then I think about the etap course now.  The teaching presence is so apparent.  I see it from the professor in the way shes asks questions and my classmates in their posts.  I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
  • I don’t really care how students categorize me as a certain type or style of teacher.  I want to know if I am a good teacher in terms of challenging students to obtain knowledge. 
  • ” yeah, Joan Erickson is not easy but she can get you to do really good work.  And you know you are learning stuff in her class.”  
  • learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      don't forget to self assess : )
  • But does it make sense to a novice learner’s eye?
  • I love my subject, but I have failed to utilize the human nature to my advantage.  I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn. 
    • Sue Rappazzo
      Sue Rappazzo on 21 Jul 10
       
      This is very moving Joan. You must be a great teacher to think this way.
  • I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
    • Francisca Capponi
      Francisca Capponi on 21 Jul 10
       
      Hi Joan (4) I have the same fear, I think they will be more slow that we expect, so we have to be patient, and encourage them to participate at first, and wait till they feel comfortable participating, but I hope it will work after a while!
  • Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      exactly!!
  • I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?
  • I’ve finally made the connection between theory and application.  I witnessed firsthand the benefit of social constructivism.  It can be done.  Our etap687 course is a living proof.
  • I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
  • Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
  • have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.
  • My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • 2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:
  • ’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
  • Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
  • My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!
  • So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
    • alexandra m. pickett
      alexandra m. pickett on 29 Jun 11
       
      hi joan!
  • I added several communication tools.  I want the students to feel that I want to talk to them.  I want them to hear and see me.  (again, teaching presence and social presence.)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 11
       
      good point
Joy Quah Yien-ling

Social Presence in the Community of Inquiry Model: The Students' Viewpoint - 0 views

www.uwex.edu/...05_2024.pdf

social presence Community of Inquiry elearning

shared by Joy Quah Yien-ling on 18 Jun 10 - No Cached
  • Joy Quah Yien-ling on 18 Jun 10
     
    The importance of affective factors in establishing social presence in an online learning environment.
Irene Watts-Politza

Student Perceptions of Teaching Presence, Social Presence, and Cognitive Presence in a ... - 0 views

jolt.merlot.org/...mckerlich_0911.pdf

distance education university research

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • Irene Watts-Politza on 07 Jun 12
     
    McKerlich et al., , 2011 Teaching presence is the direct and indirect role and influence of the teacher and perhaps senior students in the design, direction and facilitation to ensure a meaningful educational experience (Anderson, Rourke, Garrison and Archer,( 2001).
alexandra m. pickett

Transformation via Online Learning - 4 views

afernandez3334.edublogs.org

shared by alexandra m. pickett on 13 Jun 14 - No Cached
  • original target audience,
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      who is your target?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population.  Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64.  Reference  Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities.  (Previously bookmarked in Diigo)
  • adult online students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      what assumptions are you making about this population?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom.  The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience.  Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow  (Bookmarked in Diigo)
  • students who attend fully online
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Are these students that solely attend online classes?  Do they attend classes on campus as well?
  • ...8 more annotations...
  • traditional and non-traditional students i
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious.  I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.  
  • If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. 
  • Jun 12th, 2014
  • Aug17
  • Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
  • I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
b malczyk

Personality and online presence - 0 views

www.sciencedirect.com/...S0747563209001472

personality social media media

shared by b malczyk on 07 Jun 12 - No Cached
  • The literature suggests factors such as extraversion, emotional stability and openness to experience are related to uses of social applications on the Internet
  • people who are more emotionally stable will use socialmedia less frequently, was also supported.
  • worrisome individuals tend to use socialmedia more frequently
  • ...7 more annotations...
  • socialmedia use
  • extraversion was positively related to socialmedia
  • extraversion and socialmedia use was particularly important among the young adult cohort
  • emotional stability turned out to be negatively related to the usage of these online social applications,
  • men with greater degrees of emotional instability were more regular users
  • Results revealed that while extraversion and openness to experiences were positively related to socialmedia use,
  • eing open to new experiences emerged as an important personality predictor of socialmedia use for the more mature segment of the sample.
  • b malczyk on 07 Jun 12
     
    This study looks at facebook utilization and personality traits
Irene Watts-Politza

Papers - Community of Inquiry | Community of Inquiry - 0 views

communitiesofinquiry.com/papers_coi

online learning CoI social teaching cognitive presence

shared by Irene Watts-Politza on 06 Jun 12 - Cached
  • Irene Watts-Politza on 06 Jun 12
     
    The purpose of this qualitative study was to explore community college student perceptions of online learning within the theoretical construct of the Community of Inquiry (CoI) model, which describes the manner in which the elements of social presence, teaching presence, and cognitive presence interact to create an educational experience.
alexandra m. pickett

Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views

hkurto.edublogs.org

blend13 etap640 via:packrati.us blend13Q4

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • Reflections of Module 1  
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      BRILLIANT!! : )
  • The one thing that I did not realize before entering online courses is how it would impact my writing.
  • In addition we as instructors should continue our learning process.
  • ...7 more annotations...
  • It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
  • So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
    • Hedy Lowenheim
      Hedy Lowenheim on 30 Jul 13
       
      Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
  • When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      so, you may think this course is about online teaching, but it is really about changing the world. : ) I need you to help me. Together we can do more than alone. "where are you?" is a multilayered question.
  • What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
  • This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
  • April 2019 February 2017 July 2015 June 2015 January 2015 August 2014 February 2014 December 2013 November 2013 September 2013 August 2013 July 2013 June 2013 May 2013
Maree Michaud-Sacks

The Relationship of Social Presence and Interaction in Online Classes - 0 views

portfolio.educ.kent.edu/...jp_tu%20mcissac.pdf

social presence online learning

shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    Discusses social presence in terms of: Social context Online Communication Interactivity
Heather Kurto

Teaching Presence | Community of Inquiry - 0 views

communitiesofinquiry.com/teachingpresence

teaching presence

shared by Heather Kurto on 16 Jul 09 - Cached
  • Teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.
  • Catherine Strattner on 22 Jul 12
     
    Who should take the primary responsibility in developing teaching presence?
sschwartz03

http://www.sunyresearch.net/hplo/wp-content/uploads/2012/02/LP-Additional-Research-draf... - 4 views

www.sunyresearch.net/...nal-Research-draft-final-2.pdf

shared by sschwartz03 on 09 Jun 13 - No Cached
  • The authors posit that learning occurs through the interaction of students and their instructor and is manifest as three integrated elements that contribute to a successful online learning community
  • social presence (SP), teaching presence (TP), and cognitive presence (CP)
  • he model also includes cognitive presence, a multivariate measure of critical and creative thinking that results from the cyclical process of practical inquiry within such a community of learners.
Diana Cary

Microsoft Word - v7n1_richardson.doc - 10.1.1.119.9339.pdf - 1 views

actxelearning.pbworks.com/...10.1.1.119.9339.pdf

social presence

shared by Diana Cary on 25 Jun 13 - No Cached
  • tudents’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall.
  • Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1
Irene Watts-Politza

Assessing Social Presence in Asynchronous Text-based Computer Conferencing Courses - 1 views

auspace.athabascau.ca/...%20Computer%20Conferencing.pdf

web2.0 social presence Anderson CoI

shared by Irene Watts-Politza on 03 Jun 12 - No Cached
  • Irene Watts-Politza on 03 Jun 12
     
    Explication of social presence, one of three elements in the community of inquiry model developed by Garrison, Anderson, and Archer. Community of inquiry model discussed.
Irene Watts-Politza

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663

asynchronous learning community of inquiry model COI pedagogy

shared by Irene Watts-Politza on 03 Jun 12 - No Cached
  • Another notable trend is towards more object-based, contextual, or activity-based models of learning. It is not so much a question of building and sustaining networks as of finding the appropriate sets of things and people
  • and activities. CloudWorks, a product of the OU-UK, is an example of this new trend, in which objects of discourse are more important than, or at least distinct from, the networks that enable them (Galley, Conole, Dalziel, & Ghiglione, 2010).
  • The next step in this cycle would seem to be, logically, to enable those sets to talk back to us: to find us, guide us, and influence our learning journeys. This represents a new and different form of communication, one in which the crowd, composed of multiple intelligences, behaves as an intentional single entity.
  • ...6 more annotations...
  • PageRank algorithm behind a Google search works in exactly this way, taking multiple intelligent choices and combining them to provide ranked search results (Brin & Page, 2000).
  • it is not individuals, groups, or networks that help us to learn but a faceless intelligence that is partly made of human actions, partly of a machine’s.
  • We and others have described these entities in the past as collectives (Segaran, 2007).
  • Despite the ubiquity of such systems, what still remains unclear is how best to exploit them in learning. However, it seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of collectives.
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses. These contributions may be reflections, critical comments, learning objects and resources, and other digital artifacts of knowledge creation, dissemination, and problem solving.
  • Teaching presence in connectivist learning environments also focuses on teaching by example. The teachers’ construction of learning artifacts, critical contributions to class and external discussion, capacity to make connections across discipline and context boundaries, and the sum of their net presence serve to model connectivist presence and learning.
  • Irene Watts-Politza on 03 Jun 12
     
    Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.
  • Irene Watts-Politza on 05 Jun 12
     
    Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.
  • Irene Watts-Politza on 06 Jun 12
     
    Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada
Irene Watts-Politza

Social Presence -- Pickett - SLN Faculty Online - 0 views

slnfacultyonline.ning.com/...social-presence-pickett

online teaching

shared by Irene Watts-Politza on 19 Jun 12 - No Cached
  • Irene Watts-Politza on 19 Jun 12
     
    November 12, 2008 Social Presence - Alexandra Pickett - Associate Director, SUNY Learning Network - World Campus Competencies for Online Teaching Success (COTS...
Diane Gusa

The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of ... - 2 views

www.editlib.org/29162

asynchronous audio feedback teaching social presence research module 4 assignment

shared by Diane Gusa on 06 Jul 11 - No Cached
  • The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research.
  • Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance, 2. audio feedback was associated with feelings of increased involvement and enhanced learning community interactions, 3. audio feedback was associated with increased retention of content, and 4. audio feedback was associated with the perception that the instructor cared more about the student.
  • Document analysis revealed that students were far more likely to apply content for which they received audio feedback than content for which text-based feedback was received and at significantly higher cognitive levels. This presentation explores the original study, an ongoing study and two emerging, related areas of inquiry.
  • Diane Gusa on 06 Jul 11
     
    abstract
Diane Gusa

Users of the world, unite! The challenges and opportunities of Social Media - 0 views

iranmanagers.net/...Users-of-the-world-unite.pdf

presence media richness social online web2.0

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Diane Gusa on 07 Jun 11
     
    this article intends to provide some clarification on social media. We begin by describing the concept of Social Media, and discuss how it differs from related concepts such as Web 2.0 and User Generated Content. Based on this definition, we then provide a classification of Social Media which groups applications currently subsumed under the generalized term into more specific categories by characteristic: collaborative projects, blogs, content communities, social networking sites, virtual game worlds, and virtual social worlds. Finally, we present 10 pieces of advice for companies which decide to utilize Social Media.
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