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Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
  • ...9 more annotations...
  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
Lauren D

Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 - Facul... - 0 views

www.facultyfocus.com/...-connection-to-learning-part-1

technology education teaching connection challenge

shared by Lauren D on 09 Jul 12 - No Cached
  • Browse Topics Faculty Focus Articles September 28, 2010 Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 By: Rob Kelly in Online Education Add Comment Learning research indicates that people learn better in the presence of some emotional connection—to the content or to other people. Creating this emotional connection is particularly challenging in the online classroom, where most communication is asynchronous and lacks many of the emotional cues of the face-to-face environment. Nevertheless, it is possible to do, with a learner-centered approach to teaching and a mastery of the technology that supports it, says Rick Van Sant, associate professor of education at Ferris State University. “One of the things we know about learning is that learning with emotion is a far deeper experience than learning without emotion,” Van Sant says. Citing recent research (see reference below), Van Sant notes that a little bit of stress and the corresponding release of cortisol makes “neural connections grow thicker, stronger, faster.” However, too much cortisol degrades memory performance. Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
  • Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
alexandra m. pickett

One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views

lmd4242.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • dig deeper.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
    • diane hamilton
      diane hamilton on 08 Jul 12
       
      Sounds you have been very thoughtful in your approach to setting up your course.
  • Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
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  • I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
  • The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
  • Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
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  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
Donna Angley

MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short... - 0 views

ocw.mit.edu/...syllabus

shared by Donna Angley on 16 Jul 11 - No Cached
Kristen Della liked it
  • different writers have addressed issues of plot, character, place and theme
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I'm feeling more confident that my modules are right on topic.
  • devoted to workshops of original student stories.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      This is really a great idea and one that I will keep in mind as my course evolves. I really enjoy writing myself and watching students write creatively, so this might be something I'd want to incorporate into my course eventually.
  • Reading the stories and articles as assigned and participating in discussion of these works is the center of our exploration.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      The discussions in the online environment are the heart of the course learning activities.
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  • We shall workshop stories by both professional writers
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Excellent idea!
  • your journal
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      My students will be blogging as their journaling tool.
  • The requirements to receive an A are harder to quantify, but they include more sophistication and grace in the writing, lively storytelling, and prose that approaches publishable quality.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Seems a little vague...perhaps a rubic would help students to understand how to get the "A"
William Meredith

Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 0 views

www.worldwidelearn.com/...enefits-of-online-learning.htm

shared by William Meredith on 14 Jun 12 - Cached
  • 2. Online learning enables student-centered teaching approaches
  • Course material is accessible 24 hours a day 7 days a week. Students have the ability to read and re read lectures, discussions, explanations and comments. Often spoken material in the classroom passes students by due to a number of distractions, missed classes, tiredness or boredom.
  • Over 75% of colleges and universities in the U.S. offer online degree programs, with online degrees as respected as "on the ground" degrees. (Lewis)
  • William Meredith on 14 Jun 12
     
    15 reasons why people like online learning
Maria Guadron

article02 - 0 views

itdl.org/...article02.htm

student-centered learning online

shared by Maria Guadron on 16 Aug 12 - Cached
  • Maria Guadron on 16 Aug 12
     
    "The online learning classroom in its shift from the physical to the virtual may require new ways of approaching instructional design to best capitalize on the qualities that the online learning classroom offers (Mortera-Gutierrez, 2002, p.191). Designing the online learning classroom with an eye towards creating social presence is one such way that instructional design can be used to meet the challenge of the virtual classroom space."
Mark Prelewicz

Public Schools Begin to Offer Gym Classes Online - New York Times - 0 views

www.nytimes.com/...02gym.html

shared by Mark Prelewicz on 01 Jun 12 - No Cached
  • The course allows students to meet requirements by exercising how they want, when they want. They are required to work out hard for 30 minutes four times a week and report to their teachers by e-mail. Parents must certify that the students did the workouts.
  • Still, some committed online educators remain unconvinced. Tim Snyder, the executive director of Colorado Online Learning, which offers more than 50 online courses to Colorado schools, included physical education with studio art, marching band and the laboratory sciences as subjects best left to brick-and-mortar schools. "These are still better experienced in a hands-on setting," Dr. Snyder said. But online gym has prospered. That has been possible in part because physical education itself has evolved. Once a highly regimented class centered on team sports and competition, physical education now emphasizes healthy living and personal fitness, topics some see as eminently suited for independent Internet study.
  • Even the course's author, Brenda Corbin, who writes curriculums for the Minneapolis district, was dismissive at first. "I refused to be a part of it," Ms. Corbin said of her initial reaction a year ago, when Ms. Braaten and district administrators approached her about writing the physical education course. "How do you know they're really working out?" Ms. Corbin said she asked. But she later changed her mind. "I was uninformed about what you can do over the computer," she said.
  • Mark Prelewicz on 01 Jun 12
     
    PE course mini-evaluation. changing mind-sets
Diana Cary

Educational Leadership:Teaching for Multiple Intelligences:Integrating Learning Styles ... - 0 views

www.ascd.org/...nd-Multiple-Intelligences.aspx

learning styles Multiple intelligences

shared by Diana Cary on 14 Jun 12 - No Cached
  • Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)
  • Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.
  • Student Choice: Assessment Products by Intelligence and Style
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  • 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
  • diane hamilton on 14 Jun 12
     
    This article discusses integrating learning styles with multiple intelligences
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