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This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.

In the past, most students "agreed to be controlled" by the teacher, he says. Today, students are more likely to challenge a teacher's authority

For a particular student, it might be "worth it" to beat up Mary, despite the punishment that follows.

"What's in it for me?"

e socially and academically integrated in order to provide meaningful learning experiences

“relationships with cohorts”

hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”

fostering student engagement or creating effective student interactions with faculty, peers, and content.

rapport

One way that Bain identified highly effective teachers was by how they treated their students

because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless

I can say that I think I am on a completely different level in my teaching and design work.

. Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.

Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better.  Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.”  In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms.  Assigning homework is unlikely to have a positive effect on  any of these variables.  We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.

Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning.  If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.

Another way I use Voki is to help my very young students create digital identities. The parents feel more comfortable with the children using avatars instead of their real identities.

I asked my students if they could figure out what the phrase "rooting for" meant by listening to the conversation.

memorizing facts that may be needed to pass a test but will soon be forgotten

is not really learning because students aren’t really grasping the material enough to apply it beyond the context of the test

Schools are too focused on grades, he argues, and fail to take advantage of kids’ intrinsic desires to learn

I was charged with explaining my "innovative approach to open social networks for learning"

Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education

2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.

Teachers' Domain: Pizza Toppings - 1 views www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Victoria Keller liked it In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram. Catherine Strattner on 21 Jul 12 - edit - delete  I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.   <div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div> ... Cancel ... Cancel Add Sticky Note Victoria Keller on 21 Jul 12  This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.   <div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div> ... Cancel

Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete  Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.   <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel

Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!

Digital storytelling enhances not only the students literacy development but also their social-emotional development.

is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.

Digital Story Telling with Voicethreads

An idea in the form of a basic lesson plan.  Students take their story and publish it by creating a Voicethread.  After they have created a Voicethread they can receive feedback and comment on other projects.