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Researching to Deepen Understanding Grades 11-12: Design and Food | OER Commons - 0 views

    Evidenced based researching high school
Luke Fellows

Alan Stanford: The Power of Theater | OER Commons - 0 views

    Alan Stanford discussing my favorite play! Not good for ETAP640 but perfect for Advanced Dramatic Lit next year!
kevin volo

Module 4 assignment - Color and Emotions - 6 views

  • This site discusses the effects of color on emotions and how we link colors to emotions.  For example red is often linked to anger while green creates a calming effect because of it resemblence to nature.  This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases.  Also, how certain colors in food make you want to eat more , etc.  Within each page are articles that cover the different principles and theorys.  Overall this site is well organized and easy to follow while containing a great deal of information.
    • kevin volo
      Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
    • alexandra m. pickett
      kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
    • kevin volo
      It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
    • alexandra m. pickett
      ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
    • kevin volo
      Fixed the tag issue.
    Used as a good color theory and emotion reference.
Gary Bedenharn - 0 views

    Suggestions for activities for an online class.
Julie DelPapa

A Meta-Analysis of Three Types of Interaction Treatments in Distance Education - 0 views

    Abstract This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions.
Gary Bedenharn

Great Teachers and Leaders : Race to the Top : NYSED - 0 views

    A list of practice rubrics that districts can mull over to decide what is best for the district and teachers.
    This looks good, Bill. I bookmarked it for my library and will look it over. Thanks for sharing.
alexandra m. pickett

The Metaconstitutional Manifesto: A Bourgeois Vision of the Classless Society - 3 views

  • ccording to the author, "In the following pages I am going to argue that, mixed in with all the nonsense in his ideas, Marx did get two things right: First: To achieve an ideal society we must indeed move beyond capitalism. (Historical experience since Marx wrote, and a principled, systematic analysis of his ideas, however, indicate that the direction in which he proposed to move away from capitalism was profoundly incorrect.) Second: An ideal society will indeed be a classless one. (However it will not be achieved by liquidating the bourgeoisie by a revolutionary process, as Marx thought. Instead, it will be reached by elevating the proletariat into the bourgeoisie by a process of reform.)"
    • Michael Lucatorto
      I would like to use Ch. 5 to highlight the issues that occur with majority rule for minority groups
    • alexandra m. pickett
    Module 4 Assignment
    ok... now how will you use this in your online course?
    Module 4 Assignment
Diane Gusa

Behaviorism: Not As Dead As Previously Thought - 0 views

  • the behaviorist view isn’t one of passive absorption of knowledge,
  • It is one where the learner actively engages the world around him, and learns through experience (p. 9)
Diane Gusa

Interactivity: A Forgotten Art? - 1 views

  • Interactivity: A Forgotten Art?
  • Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
  • Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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  • Interacti
  • The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
  • the importance of rigorous instructional design and the application of appropriate graphical interfaces
  • Support Interactivity
  • Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
  • understand that quality in an instructional resource is a function of the design effort, not the technology.
  • The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
  • The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
  • In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
  • from simple help messages to complex tutorial systems.
  • The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
  • With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
  • The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
  • proposing three dimensions by which interactive instruction may be viewed.
Diane Gusa

Describing the Habits of Mind - 0 views

  • h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
  • Persisting
  • Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
  • Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
  • our inclination and ability to find problems to solve.
  • Thinking Flexibly
  • Flexible thinkers display confidence in their intuition
  • They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
  • Thinking About Thinking (Metacognition)
  • Striving for Accuracy
  • Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
  • Questioning and Posing Problems
  • Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data Through All Senses
  • Creating, Imagining, Innovating
  • Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
  • Thinking Interdependently
  • Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
  • Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
  • t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
  • Remaining Open to Continuous Learning
  • Intelligent people are in a continuous learning mode
  • They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
    Have you every heard of habitus?
Diane Gusa

ISETL : International Society for Exploring Teaching and Learning - 0 views

  • Presentation Objectives are to: 1) Educate faculty on the pedagogical uses of avatars in the online classroom, 2)Provide an opportunity for participants to practice developing their own avatar and 3)Promote interest and improve confidence in using avatars as part of established learning activities and spark generation of new ideas. Presentation Audience: Faculty who desire to see improvement in the richness of their students’ online experiences will find this presentation interesting and beneficial. Faculty who have never considered using or developed their own avatars will find practical assistance. Presentation Activities: In this highly interactive session, participants with laptop computers will have the opportunity to create and publish an avatar, which can be posted on their faculty webpage or other Web 2.0 forum. The facilitator will also present avatars developed by undergraduate students as part of a class project and will invite participants to generate ways that they can use this medium in own classrooms. Description: Avatars have typically been associated with gaming, recreation and entertainment, and most recently were the central characters in a hugely successful blockbuster movie. Their use in learning environments is much less popular, although it is growing. A central definition has not emerged, although the following are generally accepted: “a digital representation
  • Online instructors lament some of the same problems expressed by their students, not the least of which is the feeling of disconnection in the learning environmen
  • Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41-56
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  • The social presence created by avatars may diminish some of these negative factors
  • Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.
Diane Gusa

eLearning Reviews: Identifying the pitfalls for social interaction in computer-supporte... - 0 views

  • The article then discusses a number of educational techniques for avoiding these two pitfalls, including building more measures that support positive interdependence, individual accountability, and collaborative skills; increasing opportunities for the socio-emotional and affective exchanges between learners; adjusting the instructor’s and the learners’ role for CSCL environments; and increasing social presence, i. e. reducing the perceived distance between learners.
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