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He recommends using a series of team-building exercises (5) from his company's Web site at the beginning of the project. These exercises will teach the students be attentive to one another's needs, be more communicative, and think about the consequences of their words before they speak

"With PBL, you give up control, but you always retain command of your classroom.

One of the biggest concerns that college faculty have about online education is that students do not take such courses as seriously as they take face-to-face courses. Commercials promoting “college in your pajamas” do not help the reputation of online students.

For faculty opinion about online education to change, online faculty needs more support and respect from their colleges and respect

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.”

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.

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

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).

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.

work at promoting student discussions in an online course

asynchronous nature of an online course offers more flexibility in terms of interacting with the course materials and participants both for the instructor and the students

testing procedures may not be practical in an online environment

reflect the online medium

design.

module 1

  In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator. 

 I have so many ideas that I have learned from this course that I want to implement them all into my class.  But, I really need to stand back and reflect.  The most I got from this class is all the information that everybody shared on diigo.com and in their discussions.  I am very proud of everybody’s  contribution to my education and their own.  I loved how everybody had a share in the teaching presence and how Alex facilitated the learning.  This was an an excellent example of an effective student-centered learning environment.

. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning.  I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.

Should we consider students to have two separate lives--a relatively digital free life at school and a digitally saturated life away from school--or should we consider them to have one life that integrates their lives as students and digital citizens?

In integrating these major theories of knowledge, we moved through three steps. First, we attempted to describe, for each of Gardner's intelligences, a set of four learning processes or abilities, one for each of the four learning styles. For linguistic intelligence, for example, the Mastery style represents the ability to use language to describe events and sequence activities; the Interpersonal style, the ability to use language to build trust and rapport; the Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-expressive style, the ability to use metaphoric and expressive language.

In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).

Learning styles are not fixed throughout life, but develop as a person learns and grows.

The following are some strengths of learning-style models

They tend to focus on how different individuals process information across many content areas.

They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.

They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.

Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.

Second, these models are sometimes less sensitive than they should be to the effects of context on learning.

Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.

But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.

The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential

Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other