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Anne Gomes

The Spirit Catches You and You Fall Down - Anne Fadiman - 0 views

us.macmillan.com/...AnneFadiman

indigenous cultural competence social work

shared by Anne Gomes on 14 Jun 12 - No Cached
  • Anne Gomes on 14 Jun 12
     
    Book Description
Hedy Lowenheim

Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning | CCT - 0 views

cct.edc.org/...room-changing-culture-learning

classroom learning online teaching tools education web tools

shared by Hedy Lowenheim on 11 Aug 13 - No Cached
  • This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States.
  • Currently, there is much discussion and excitement about Web 2.0 in education, but we still know very little about how these tools actually work in the classroom. Therefore, the goal of this research was simply to interview and observe educators and students who are experimenting with these tools in the classroom to see what uses are emerging and to explore the learning affordances of blogs, wikis, and other Web 2.0 tools.
  • between school/home, public/private or youth/adult culture, it presents an emerging challenge. Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate. These ongoing processes bring to the fore exciting opportunities and novel challenges for educators. As schools use these technologies to build communities, the old boundaries between public and private, in school and out of school, and youth culture and adult culture are melting away and being redrawn.
  • Hedy Lowenheim on 11 Aug 13
     
    Study on Web 2.0 tools for educational purposes. "Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate."
Jessica M

Teaching in an Online Learning Context - 0 views

blogs.ubc.ca/...-an-online-learing-context.pdf

Teacher Presence Online

shared by Jessica M on 15 Jun 14 - No Cached
  • Activities in this category of teaching presence include building curriculum materials.
  • design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
  • Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
  • ...3 more annotations...
  • personalized tone within the course content.
  • his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
  • This writing style helps the learner to identify, in a personalized way, with the teacher.
  • Alicia Fernandez on 15 Jun 14
     
    This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
efleonhardt

Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | ... - 1 views

www.irrodl.org/...1271

Collaboration Online

shared by efleonhardt on 15 Jul 13 - Cached
  • Access to education should not mean merely access to content
    • efleonhardt
      efleonhardt on 18 Jun 14
       
      I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
  • instructor skill in creating and managing interaction in online courses
  • rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
  • ...13 more annotations...
  • course design as a critical factor in determining the quantity, quality, and type of interactivity
  • connectivism
  • it relies on the connected learning that occurs through interaction with various sources of knowledge
  • participation in communities of common interest, social networks, and group tasks.
  • Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
  • Transparency of expectations
  • Transparency of expectations
  • Clear instructions
  • Clear instructions
  • Meaning-making/relevance
  • Meaning-making/relevanc
  • scaffolding
  • informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
Melissa Pietricola

Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views

www.educause.edu/...163579

education platform managing

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
  • results—results frequently unattainable in a command-and-control management setting
  • the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
  • ...12 more annotations...
  • But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
  • development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
  • materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
  • . Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
  • Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
  • transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
  • are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
    • Melissa Pietricola
      Melissa Pietricola on 15 Jun 10
       
      This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
  • In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
  • Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
  • To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
  • emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
  • The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
Joy Quah Yien-ling

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - 0 views

www.newmedialiteracies.org/...NMLWhitePaper.pdf

participatory culture literacy challenges literacy newmedialiteracies 21stcenturyskills media education media literacy teachers

shared by Joy Quah Yien-ling on 10 Aug 10 - No Cached
  • Joy Quah Yien-ling on 10 Aug 10
     
    This white paper (Jenkins et al., 2006) identifies the three core challenges: the participation gap, the transparency problem and the ethics challenge, and shares a provisionary list of skills needed for full engagement in today's participatory culture.
  • Joy Quah Yien-ling on 10 Aug 10
     
    We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture: Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Joan Erickson

Kelly's Reflections for ETAP 687 - 1 views

etap687kelly.edublogs.org

shared by Joan Erickson on 20 Jul 10 - Cached
  • 1.  Asking better questions.  2.  Reflecting the “real” me in my written materials throughout the course.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      excellent!!! i am glad you shared what you are actively working on. It gives me insight into your thinking and where you are. ps. don't forget to self assess.
  • Right now, it is 1 am and I am sitting in my hotel room at the Renaissance Hotel in Washington, DC
    • alexandra m. pickett
      alexandra m. pickett on 07 Aug 10
       
      hi kelly - i am also interested to know where you are regarding our course and your course. these were the questions for this reflection period " After conducting your own course review of your own online course, where are you in terms of completion of your online course? How are you doing? What do you need to complete your online course? What have you learned so far about yourself during this process? What has been the most surprising thing you have learned so far? What thoughts do you have about moving from theory (social, cognitive and teaching presence) to practice (building it into your online course)?" Also, you have neglected to self assess based on the rubric.
  • Everyone is different so why is being different so different
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      I'll try to remember that I face my students. Thanks for sharing
  • ...1 more annotation...
  • deployed to Iraq twice
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      I had a gentleman in my class who toured Iraq twice. He walked with a limp and suffered short term memory lapses....I think about the brave men and women who serve our country, what can I do to make a difference in their education?
jessica mascle

Digitally Speaking / Voicethread - 0 views

digitallyspeaking.pbworks.com/Voicethread

module 2 assignment use of voicethreads

shared by jessica mascle on 14 Jul 09 - Cached
  • drive to connect
    • jessica mascle
      jessica mascle on 14 Jul 09
       
      never thought of it that way
  • Matching this motivation and fluency with required elements of the curriculum
    • jessica mascle
      jessica mascle on 14 Jul 09
       
      learning content as an extension of leisure. we wok too much!
  • group audio blog,
  • ...10 more annotations...
  • Asynchronous:
  • discussion boards are nothing more than written text.  Voicethread gives users something interesting to talk about---pictures!  What's more, being able to actually hear one another makes digital communication through Voicethread much more personal. 
  • Possible topics include:
    • jessica mascle
      jessica mascle on 14 Jul 09
       
      Has American lived up to the ideals established in the Declaration of Independence?
  • collecting a series of images
  • script out short opening comments for each image that include a question for viewers to consider.
  • promote conversation
  • not to lecture through pictures. 
  • students are crafting identities
  • informal social learning
  • working through personal values
Diane Gusa

Women's Ways of Knowing Project - 0 views

www.webster.edu/...wwok.html

knowing module 4 learning

shared by Diane Gusa on 07 Jul 11 - Cached
  • Connected knowers believe that truth is "personal, particular, and grounded in firsthand experience" (Belenky, Clinchy, Goldberger, and Tarule, 1997, p. 113). They attempt to find truth through listening, empathizing, and taking impersonal stances to information, whereas separate knowers completely exclude their feelings from making meaning and strictly rely on reason. The last way of knowing that Belenky, Clinchy, Goldberger and Tarule define is constructed knowledge, where one integrates their own opinions and sense of self with reason and the outside world around them.
  • Mary Field Belenky "works with a variety of educational and community organizations interested in supporting marginalized people to develop a voice, claim the powers of mind, and have a greater say in the way their families and communities are being run" (Instructor Bio, n.d.
  • Nancy Rule Goldberger researches "diversity in ways of knowing, exploring how culture, social power differentials, and the bicultural experience in the U.S. affect individual strategies for knowing (p. xxiii).
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