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Alicia Fernandez

Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views

www.ifets.info/...10.pdf

instructional design online learning online student attitudes online instructor attitudes

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
Alicia Fernandez

The Technology Source Archives - Effective Student Preparation for Online Learning - 0 views

technologysource.org/...reparation_for_online_learning

online orientation course online learning online student attitudes student preparation faculty preparation student orientation

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
Joy Quah Yien-ling

Teacher as Facilitator - 1 views

www.education4skills.com/...teacher_as_facilitator.html

shared by Joy Quah Yien-ling on 15 Jul 10 - Cached
  • Develop student learning opportunities. This takes into account the course documents, the teacher's personal theories of teaching and learning, the student’s interest, their preferred learning styles and their understanding and skills. It is in this area that the teacher as facilitator is able to provide opportunities for student learning that will take hold of the students' interests and thus motivate them to engage in the learning opportunity. Harrison (1998a & b) has presented the S.P.A.C.E. model for creating optimal learning conditions. The conditions for optimal learning include the following: Self-affimation – the learner’s view themselves as effective learners and the teachers provide them with feedback to that effect; Personal meaning – the learners are able to find personal meaning in the learning. That is, the learning is relevant to them; Active learning - the learners are active in the learning, whether that activity is physically doing something (as for concrete learners) or intellectually doing something (as for abstract reflective learners). Collaborative – the learners are able to collaborate with others in the learning process and not to view learning as an isolating experience; Empowering – the learners are able to shape the learning process, to have control over what is learnt and the direction of the learning.
  • The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. This role will interact with those of teacher as learner, colleague and community partner.
  • A student’s beliefs about the nature of teaching and learning will interact with a teacher’s beliefs. The teacher therefore needs to understand what students expect and are willing to do as well as what they themselves expect of the students.
    • Shoubang Jian
      Shoubang Jian on 16 Jul 10
       
      I like this statement. I've never thought of the importance of a dialogue between student's and teacher's idea of teaching and learning.
    • alexandra m. pickett
      alexandra m. pickett on 16 Jul 10
       
      so, shoubang... how can an instructor understand what students expect? How will you understand what your students expect? What do you expect of your students and more importantly how will they know what you expect? What mechanisms have i used in this course to achieve both of these ends?
  • ...1 more annotation...
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 16 Jul 10
       
      Anticipating and providing students with space to make mistakes is important. Skills and knowledge take some time to assimilate. Packing a course too tightly may deprive students of the chance to experiment and explore and to reposition, when necessary.
  • Sue Rappazzo on 15 Jul 10
     
    Learning and collaboration
  • Mike Fortune on 16 Jul 10
     
    One mechanism you use, I think, to achieve this is to have all discussion and activity forums be completely open to all in the class. Thus the optimal learning conditions are created by creating open pathways for each person to see ways to deepen their thinking and get more from the course material.
  • Francisca Capponi on 16 Jul 10
     
    It is explicit in the expectations and get the most documents of the course what you expect from your students, and how they can succeed, that is important. But how the teacher know what the students expect I think it is more difficult, maybe asking them explicitly, and provide spaces for them to talk between them, to make comments and suggestions.
efleonhardt

elearn Magazine: Transition from Tradition: 9 Tips for successfully moving your face-to... - 1 views

elearnmag.acm.org/featured.cfm

teaching transition online_facilitation

shared by efleonhardt on 13 Jun 14 - No Cached
  • Try and make similar assignments as regular as possible, but don't try and fill up every day.
  • erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.
  • Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.
  • ...5 more annotations...
  • reate assignments that are challenging yet relevant to them
  • give it early and often
  • As the first activity in your course, create a short orientation video using one of the programs mentioned above to show them how and where to find materials, calendars, quizzes, assignments, discussion boards, e-mail, announcements, drop boxes, etc.
  • Create a mandatory orientation module that has your syllabus, orientation video, and short exercises that let them practice turning in assignments, similar to what they'll see later down the road
  • . Let students help each other out
Kristen Della

Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Perso... - 0 views

aeq.sagepub.com/...161.short

self-directed learning self-direction personal responsibility process

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation Model. The purpose of this study was to develop a reliable and valid instrument to measure self-directedness in learning among college students based on an operationalization of the personal responsibility orientation (PRO) model of self-direction in learning. The resultant 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) was found to be a highly reliable instrument in the selected sample of graduate and undergraduate education students. Confirmatory factor analysis established that a four latent variable model fit the data. Scores from the PRO-SDLS were significantly related to criterion variables thought to demonstrate self-direction and to a known instrument of self-direction while accounting for additional variance. Recommendations for further research in the ongoing process of scale validation and implications for practice are provided
Alicia Fernandez

Learner Attribute Research Juxta posed with Online Instructor Experience: Predictors of... - 0 views

www.thejeo.com/...MandernachFinal.pdf

online discussion online learning

shared by Alicia Fernandez on 25 Jun 14 - No Cached
  • Alicia Fernandez on 25 Jun 14
     
    The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors predictive of student success in accelerated, on line courses. Four issues emerge as the most predictive of online learner success: time, technology, initiative, and competence. Discussion examines the practical, deliberate application of this information to facilitate students' successful completion of online courses.
Heather Kurto

Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views

ineducation.ca/...348

shared by Heather Kurto on 15 Jun 13 - No Cached
  • A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).
  • van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
  • Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
  • ...19 more annotations...
  • A teacher’s ethical caring means genuine caring, aspiring to understand and make an effort for pupils’ protection, support, and development. Because of this pedagogical caring, the teacher especially pursues pupils’ potential to develop and thus help them to find and use their own strengths.
  • Pedagogical love has been considered the core factor in the definition of good teacherhood for decades, though the characteristics of a good teacher have always included a variety of features. Features such as the ability to maintain discipline and order, set a demanding goal level, and the mastery of substance have been especially emphasized (e.g., Davis, 1993; Zombylas, 2007; Hansen, 2009)
  • Love influences the direction of people’s action as well as its intensity. Positive emotions, joy, strength, and the feeling of being capable lead mental energy toward the desired goal (Rantala & Määttä, 2011). Negative emotions, grief, fear, and anger cause entropy, an inner imbalance that burns off energy, brands the target with negative status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
  • he educator’s task is to provide pupils with such stimuli and environment where students are guided to limit their instincts by controlling enjoyment and vital-based values, in order to be able to achieve higher values and skills (Solasaari, 2003).
  • Mihaly Csikszentmihalyi (1990, 2000) has launched the concept that refers to an optimal or autotelic experience where people are riveted so comprehensively by a challenging performance that the awareness of time and place blurs. Flow is possible when the challenges in a task are balanced with an actor’s abilities. Flow is an enjoyable state of concentration and task orientation, leading to optimal performance, whether the case is wall creeping, chess playing, dancing, surgery, studying languages, painting, or composing music.
  • This sets challenges for skill development. If a task is too easy, it will bore. If it is too difficult, it will cause anxiety and fear. The exact experience of flow and the active sense of well-being resulting from the former, encourage people to develop and improve their skills. People are willing to strive for flow whether it was about love for math, art, programming, or orthopedics (Csikszentmihalyi, 1990).
  • In an interview, Gardner (as cited in Goleman, 1999) said flow is intrinsically rewarding without the hope for reward or threat of punishment. We should use learners’ positive moods (love) and through it get them to learn things about fields they can succeed in. People have to discover what they like, what things and doings they love and do these things. Even a child learns the best when he/she loves what he/she is doing and finds it enjoyable. (p. 126)
  • Pedagogical love might contribute to pupils’ learning and success by providing them with positive learning experiences, initial excitement, and perceived successes. These are the seeds of expertise as a positive feeling that can be considered the source of human strengths (Isen, 2001).
  • Pedagogical love springs from an individual learner’s presence persuading it to come forward more and more perfectly and diversely. A skillful educator does not just sit by and watch if a learner makes worthless choices or fails in his or her opportunities to grow and develop.
  • Haavio emphasized the meaning of pedagogical love in teachers’ work and considered that teachers’ work consists of the following two obligations: attachment to learners and dutiful perseverance of life values.
  • Pedagogical love speaks to interdependence—the recognition and acceptance that we need others.
  • Love appears in teaching as guidance toward disciplined work, but also as patience, trust, and forgiveness. The purpose is not to make learning fun, easy, or pleasing but to create a setting for learning where pupils can use and develop their own resources eventually proceeding at the maximum of their own abilities
  • A loving teacher reveals for a pupil the dimensions of his or her development in a manner of speaking. This is how a pupil’s self-esteem strengthens and he or she can develop toward higher activities from the lowest, pleasure-oriented ones. Achieving high-level skills is rewarding because it brings pleasure, and yet, it often demands—as mentioned previously—self-discipline and rejections
  • A teacher’s work is interpersonal and relational, with a teacher’s own personality fundamental to building relationships with students. A teacher’s work involves plenty of emotional strain. In addition, a teacher inevitably has to experience frustration in his or her work. There are many situations when a teacher will feel like she or he has failed regardless of the solution he or she creates.
  • Consequently, teachers are likely to experience guilt because they cannot sufficiently attend to all pupils in an appropriate way that is congruent with the notion of caring.
  • However, teachers have to realize that their own coping, motivation, and engagement require attention; they are not automatic.
  • Pedagogical love emerges through teachers’ emotions, learned models, moral attitude, and actions
  • Good teachers are examples to learners even in the most difficult life situations. Teachers have to believe in their work and endeavour to build a nurturing environment and a more humane world.
  • To be happy about life, to guide students to see the wonder and joy in the mundane is a teacher’s most important skill. Being able to help students find and negotiate the joy, wonder, happiness, and pain in the everydayness of life is an increasingly important quality in today’s insecurities, with the mounting pressure of increased demands for efficiency
Lauren D

Direct Instruction: Targeting Strategies for Student Success - 1 views

www.ngsp.net/...SEB21_0414A.pdf

education strategies critical_thinking

shared by Lauren D on 06 Jul 12 - No Cached
  • Lauren D on 06 Jul 12
     
    "The exemplary model of direct, explicit instruction consists of five phases that allow teachers to scaffold instruction, gradually shifting and releasing responsibility for completing a task from themselves to students." 1. Orientation 2. Presentation 3. Structured Practice 4. Guided Practice 5. Independent Practice
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - Vol4:2 Student Satisfaction and Perceived Lear... - 0 views

www.sloan-c.org/...v4n2_fredericksen.asp

jaln student satisfaction at suny vol4

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • For new SLN faculty the first stage in their development as on-line instructors is to get on-line and access the SLN Faculty Developer Gateway (http://SLN.suny.edu/developer). There, they are introduced to the SLN faculty development and course design processes. They participate in a facilitated on-line conference to network with our growing community of on-line instructors and to get the feel for on-line discussion in the asynchronous Web environment. In stage two, faculty begin to conceptualize their courses. They complete an on-line orientation to the Web course environment and they also have the opportunity to observe a variety of live on-line courses that have been selected as models to help them get a sense of the possibilities and to get the look and feel of the on-line classroom. Stage three is the SLN Course Development stage. They are asked to attend three workshops. At the first workshop, faculty receive a customized course template created in Lotus Notes, access to our networked system and on-line resources, and a step-by-step guide for building the components of their course. They are also assigned an instructional design partner to work with throughout their first course-development and delivery cycles and have access to a Help Desk for technology support. Note that it is not until stage three of our faculty development process that faculty are introduced to the technology that they will use to create their course. Our primary focus is on developing and supporting on-line faculty and effective on-line pedagogy, not on the technology. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 08
       
      what are your thoughts on this passage?
    • Robert Braathe
      Robert Braathe on 30 May 08
       
      Getting faculty involved in the system of communicating in a new way is very effective. If we expect our students to be involved, we need to (as faculty) get immersed in communicating in these new ways to make the technology effective. Otherwise, the technology is obsolete
  • alexandra m. pickett on 22 Apr 08
     
    Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf Karen Swan University of Albany
  • alexandra m. pickett on 27 May 08
     
    doing a demo ignore this.
Joan McCabe

Teaching Adults: Is It Different? - 0 views

www.ericdigests.org/...teaching.htm

teaching adults preadults Knowles pedagogy andragogy

shared by Joan McCabe on 05 Jun 12 - Cached
  • The following assumptions underlie Knowles' (1984) andragogical model: o Adults tend to be self-directing. o Adults have a rich reservoir of experience that can serve as a resource for learning. o Since adults' readiness to learn is frequently affected by their need to know or do something, they tend to have a life-, task-, or problem-centered orientation to learning as contrasted to a subject-matter orientation. o Adults are generally motivated to learn due to internal or intrinsic factors as opposed to external or extrinsic forces.
  • Knowles has gradually modified his position regarding the contrast between how preadults learn (pedagogy) and how adults learn (andragogy). According to Feuer and Geber (1988), "[w]hat he once envisioned as unique characteristics of adult learners, he now sees as innate tendencies of all human beings, tendencies that emerge as people mature" (p. 33). Nevertheless, the andragogical model has strongly influenced the adult education field, with one result being the assumption teaching adults should differ from teaching children and adolescents.
  • CONSIDERATIONS FOR PRACTICE Is teaching adults different? Based on the literature discussed here, the answer is both yes and no. Although teachers perceive adults as being different, these perceptions do not automatically translate into differences in approaches to teaching. Perhaps a better way to frame the question is to ask "Should teaching adults be different?" According to Darkenwald and Beder (1982), "the real issue is not whether learner-centered methods are universally applied by teachers of adults, but rather for what purposes and under what conditions such methods, and others are most appropriate and effective and in fact used by teachers" (p. 153). Gorham (1985), in citing studies that identified interaction patterns of "master" preadult teachers as being less directive and more student-centered than those of "average" preadult teachers, suggests that "the most cogent prescription might be to define responsive teaching techniques as the approved practice for educators at all levels..." (p. 207). Based on these observations, some considerations for practice emerge. 1. Determine the purpose of the teaching-learning situation. The andragogical or learner-centered approach is not appropriate in all adult education settings (Feuer and Geber 1988). The decision about which approach to use is contextual and is based upon such things as the goals of the learners, the material to be covered, and so forth. 2. Provide opportunities for teachers to practice learner-centered methods. Gorham (1984) suggests training teachers in techniques especially suitable for adult students, such as small-group discussion methods, effective use of nontraditional room arrangements, and so forth. 3. Select teachers on the basis of their potential to provide learner-centered instructional settings. Gorham's (1984, 1985) study identified some characteristics of teachers who seemed to be more flexible and responsive in adult settings. However, she also suggests that more research is needed.
  • Joan McCabe on 05 Jun 12
     
    Based on the research, the conclusion of this article is "Should teaching adults be different than teaching children?" Many teachers have preconceived notions about the differences between the two groups and some that have these notions do not act upon them. It is better to asses the contextual information in deciding which teaching style is the most appropriate at a specific time or for a specific course or set of people.
Catherine Strattner

a_series_of_unfortunate_online_events.pdf (application/pdf Object) - 1 views

ualbany.mrooms.net/..._unfortunate_online_events.pdf

online teaching

shared by Catherine Strattner on 15 Jun 12 - No Cached
  • Catherine Strattner on 15 Jun 12
     
    Assume nothing! Excellent advice for new online instructors.
  • ...4 more comments...
  • Catherine Strattner on 17 Jun 12
     
    "Explicit orientations to each module with due dates, time frames, and details about what the module contains, as well as redundant, clear, explicit expectations and instructions are necessary to ensure students are at all times well oriented to the content, activities, and tasks in the course."
  • Catherine Strattner on 17 Jun 12
     
    "My best advice the first time through is -- keep it simple. Go for vanilla the first time and work your way up to rocky road. : )"
  • Amy M on 18 Jun 12
     
    Course Reading
  • Gary Bedenharn on 19 Jun 12
     
    What things to think about when designing an online course.
  • Catherine Strattner on 22 Jun 12
     
    Quoted with regard to the 24/7 faux pas.
  • Catherine Strattner on 23 Jun 12
     
    Many common threads with the Ragan article.
sherrilattimer

21 Things 4 Students - 0 views

www.21things4students.net

21things4students technology

shared by sherrilattimer on 25 Jun 14 - No Cached
  • sherrilattimer on 25 Jun 14
     
    A website to provide the basics of technology. It is particularly great for "digital immigrants". There is even a section that acts as an orientation to Google Drive.
Kristen Della

Distance Learning Orientation :: Learning Online - 0 views

www.harperdoit.net/...lo.htm

module 4 Assignment distance learning orientation

shared by Kristen Della on 10 Jul 11 - No Cached
  • Kristen Della on 10 Jul 11
     
    Learning online offers you lots of flexibility, choices, and convenience. You choose the best time and place for you to study. No worries about driving to campus every week! However, learning online may not be the best choice for every student - it depends on your personal learning style preferences.
Lisa Martin

Pedagogical and Andragogical Learning (article) by Lloydene F Hill on AuthorsDen - 0 views

www.authorsden.com/...viewArticle.asp

shared by Lisa Martin on 06 Jun 12 - No Cached
  • With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress.
    • Lisa Martin
      Lisa Martin on 06 Jun 12
       
      Pedagogical model definition
  • An adult learner must first investigate why they must undertake the learning task, and assess the possible positive or negative outcomes associated with learning this body of knowledge, or not. Once this has been accomplished, the adult learner will focus an extreme amount of energy and time into the task of obtaining this knowledge, and be responsible for his own decisions with regards to that knowledge. Adults possess a deep desire to be recognized as self-disciplined, self-motivated, and independent self-helping individuals. If they are treated like the students in the pedagogical learning model, they become psychologically conflicted as the need to be independent and self-focused battles with the dependency that was established in early on in their education.
    • Lisa Martin
      Lisa Martin on 06 Jun 12
       
      Andragogical learning model definition
  • The andragogical learning model was designed to encompass the adult learner, and it works extremely well in that capacity, however, there are instances where a pedagogical model can be more appropriate for the adult learner, i.e., when learning unfamiliar subject matter.
    • Lisa Martin
      Lisa Martin on 06 Jun 12
       
      I agree that there are cases where adults can benefit from the pedagogical model.
Jessica M

http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20... - 0 views

spfk12.org/...mber%202007_January%202008.pdf

Rubric Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
      In the hands of students, a good rubric can orient learners to the concept of quality as defined by experts in a field, inform self- and peer assessment, and guide revision and improvement. Rubrics can be informative as well as evaluative.
    • Jessica M
      Jessica M on 18 Aug 14
       
      During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative-students assess works in progress to find ways to improve their performance.
lkryder

Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views

www.facultyfocus.com/...learner-visible-signs-learning

visuals games gamification ZPD multimedia design

shared by lkryder on 03 Jul 14 - No Cached
  • One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
  • Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
  • Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
  • ...2 more annotations...
  • Mastery learning provides an approach that recognizes that aptitude for learning may be more closely linked to time and perseverance than to ability (Bloom, 1971; Melton, 2008)
  • The technique of scaffolding and the use of levels in games provides visual progress to the student and maintain interest in the instruction as the student moves from level to level having different experiences and achieving success as they progress toward the ultimate goal. In gamification, the levels usually become more difficult and challenging as the student moves toward the end and the skills they exhibit at the final level would not be possible without the experience of playing the preceding levels. This idea is embodied in Merrill’s application principle that “instruction should provide coaching, which should be gradually withdrawn to enhance application” (Merrill, 2009, pp. 42).
    • lkryder
      lkryder on 03 Jul 14
       
      coaching in this case can be automated if the tools are deployed well
  • lkryder on 03 Jul 14
     
    gamefying and use of visual signs of learning, ZPD
Anne Gomes

Introduction and Orientation to SPSS - 0 views

sites.google.com/...spss-introduction

online teaching data analysis spss google

shared by Anne Gomes on 21 Jun 12 - No Cached
  • Anne Gomes on 21 Jun 12
     
    An example of providing virtual information to students in an online methods course.
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