Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures
Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
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TeacherTube Videos - The machine is us/ing us - 0 views
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Myers-Briggs Type Indicator - Wikipedia, the free encyclopedia - 0 views
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From Wikipedia, the free encyclopedia The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions.[1]:1 These preferences were extrapolated from the typological theories proposed by Carl Gustav Jung and first published in his 1921 book Psychological Types (English edition, 1923).[2] The original developers of the personality inventory were Katharine Cook Briggs and her daughter, Isabel Briggs Myers.
Tim Harford - Article - Top 10 Economists on Twitter - 0 views
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views
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the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
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cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
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the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
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the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
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Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
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Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
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Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
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IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views
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Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
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Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
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Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
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Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
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Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
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Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
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, learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
Math tips from Maths Insider - 0 views
dy/dan ยป About - 0 views
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ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views
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Online education, on the other hand, is declared to be โa more student-centered, collabora- tive, and egalitarian learning environmentโ (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
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(Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
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Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
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This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
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This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
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Our own conclusion is that the โguideโ versus โsageโ debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
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Review of Weimer, Learning-Centered Teaching - 0 views
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Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimerโs suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test.
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. The function of content in a learner-centered course changes from covering content to using content
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describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
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1. Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs. 2. Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later. 3. Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4. Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing and modeling your thinking process. 5. Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6. Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7. Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).
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The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)
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eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners:
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The instructor should โmake the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.โ Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimerโs suggestion for starting the discussion is to have students complete sentence stems such as โIn the best class I ever had, teachers . . .โ โIn the best class I ever had, students . . .โ โI learn best when . . .โ โI feel most confident as a learner when . . .โ (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that โencourage students to encounter themselves as learnersโ (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.
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helps us deal with the fact that almost all students will resist their teacherโs learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.
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, why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some studentsโ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.
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The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.
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developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin
Web 2.0 Tools for Higher Education Literature Review by Brian J King - 1 views
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Learning to know - 0 views
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since knowledge is multifarious and capable of virtually infinite development, any attempt to know everything becomes more and more pointless
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icate with other people. Regarded as an end, it is underpinned by the pleasure that can be derived from understanding, knowledge and discovery. That aspect of learning is typically enjoyed by researchers, but good teaching can help everyone to enjoy it. Even if study for its own sake is a dying pursuit with so much emphasis
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giving students the tools, ideas and reference methods which are the product of leading-edge science and the contemporary paradigms.
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Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think
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Center of Learning: Summary - 0 views
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The nature of the learning process: McCombs and Whisler (1997) defined the learning process as a natural one of pursuing personally meaningful goals. This process is active, volitional, and internally mediated.
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It is a process of discovering and constructing meaning from information and experience, filtered through each learnerโs unique perceptions, thoughts, and feelings (p. 5
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Motivational influences on learning: These influences reflect the importance of learner beliefs, values, interests, goals, expectations for success, and emotional states of mind in producing either positive or negative motivations to learn.
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The continuing impulse to learn is characterized by "intense involvement, curiosity and a search for understanding as learners experience learning as a deeply personal and continuing agendaโ (Oldfather, 1992, p. 8).
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Thus a student-centered curriculum teaches each learner to select and sequence his own activities and materials (individualization); arranges for students to center on and teach each other (interaction); and interweaves all symbolized and symbolizing subjects so that the student can effectively synthesize knowledge structures in his own mind (integration). (Moffett & Wagner, 1992, p. 21)
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students develop a sense of their active roles as producers โ not only consumers of knowledge. They perceive themselves as competent knowers and learners
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Metacognitive Skills - 0 views
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Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.2
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They focus their attention on what it is that they or someone else does that is metacognitively useful. T
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Learners with good metacognitive skills are able to monitor and direct their own learning processes.
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Outliers, the story of success - Google Books - 0 views
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Success in hockey is based on individual meritโand both of those words are important. Players are judged on their own performance, not on anyone elseโs, and on the basis of their ability, not on some other arbitrary fact. Or are they?
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The Adult Learner: The Definitive Classic in Adult Education and Human Resource Develop... - 0 views
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Learning from experience - 0 views
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It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
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It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
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Making the right choices 2 - 0 views
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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his website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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