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Gary Bedenharn

Careers in astronomy - Bing Videos - 0 views

    Careers in astronomy.  (1:38)
Irene Watts-Politza

ETAP640amp2012: example 4-point discussion post - 0 views

    This is how we do it ...
Irene Watts-Politza

A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 2 views

    Study comparing effectiveness of community building practices in the f2f and ALN environments
Anne Deutsch

A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 0 views

    Study comparing effectiveness of community building practices in the f2f and ALN environments
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
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  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • ), and educational opportunities.25

    Online Teaching Skills.

  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
    The study of what online teaching might look like in the near future.
Irene Watts-Politza

ETAP640amp2012: Interaction - 0 views

    etap640 Evaluation of Interaction
Irene Watts-Politza

ETAP640amp2012: More than 6 posts? - 0 views

    One of Lisa's posts
Irene Watts-Politza

ETAP640amp2012: are you prepared to change the way you teach? - 0 views

    One of Diane's posts
Alicia Fernandez

eCoaching Tip 51: A Garden of Three Presences - Social Presence, Teaching Presence and ... - 1 views

  • Social presence is the ability to project oneself socially and affectively in a virtual environment. You achieve social presence by being a real -- three-dimensional -- person to your students. Another way of saying this is that you let yourself be known as a person with a life in addition to your role as a teacher/mentor.
  • teaching presence is the work of teaching both before and during the course. It includes the designing and developing the course and in directing and supporting the learners during the course delivery. Teaching presence is manifested in the course materials -- in the syllabus, assignments, choice of readings and discussions. Teaching presence is also manifested in everything the faculty member does to guide, support and shape the learners' experiences. Effective teaching presence sets clear expectations and supportive guidance.
  • Cognitive Presence is the extent to which a group of learners are able to 'construct meaning through sustained communication.' (Garrison, 2006)
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    • Faculty sets high expectations for student inquiry and expectations
    • Faculty examine student responses and probes, challenges, questions encouraging thought and analysis of ideas and content
    • Learners participate thoughtfully in the discussions, responding to content and thoughts and questions from other learners so that a sustained communication occurs.
    • Faculty and students strive to ensure that project outcomes are long-lasting and meaningful.
  • Cognitive presence requires a focus on meaning and not on covering conte
    Of all the best practices for online teaching, the most important practice is "being there." Being there is the core of presence, letting your students know that you are there to direct, to guide, to listen and to share your expertise with your learners. This tip takes you on a guide through a Garden of Three Presences for Online Teaching and Learning - Social Presence, Teaching Presence and Cognitive Presence (Garrison, 2006b). This tip defines the three types of presence and then lists tools and behaviors - for both faculty and students -that support these three types of presence.
Diane Gusa

Teaching Controversial Topics - 0 views

  • Some subjects are largely cognitive, while others involve more of the affective domain.
  • Bowen's Reaction Series
  • In order to teach controversial topics effectively, we must be especially aware of the role of the affective domain and the potential for affective roadblocks.
Diane Gusa

Krathwohl's Taxonomy - 0 views

  • ordered according to the principle of internalization.
  • best known of any of the affective taxonomies
Diane Gusa


  • The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application
  • The psychomotor domain is skill based. The student will produce a product.
  • The practice level
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  • The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels
    "The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application"
Diane Gusa

Learning to be - 0 views

    • Diane Gusa
      I don't know if emotional intelligence covers it completely. When considering spirituality, many cultuures have used a variety of terms: chi, soul, life-force, essence. I think the concept is one that is difficult to put into a word.
  • educating children for a given society, the challenge will be to ensure that everyone always has the personal resources and intellectual tools needed to understand the world and behave as a fair-minded, responsible human being. More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.
Diane Gusa

Learning to know - 0 views

  • acquisition of structured knowledge
  • a means and an end of human existence.
  • 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
  • giving students the tools, ideas and reference methods which are the product of leading-edge science and the contemporary paradigms.
  • Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think
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