We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
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See http://www.irrodl.org/index.php/irrodl/article/view/262/838 for similar viewpoint.
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Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
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Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
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students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
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Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
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Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
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Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
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Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
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Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
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Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
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The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
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the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
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something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
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Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
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we suggest that students’ perceived learning in course forums has a significant impact on their participation
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the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
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Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
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Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591 subscribers Select Language▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
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One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
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encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
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Second Life: Hype or Reality? Higher Education in the Virtual World - DE Oracle - 0 views
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Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.
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Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.
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The visual context of the virtual world generated a sense of presence and shared space which make students feel that they have experienced the benefits of a real class.
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With this learning system, named as "Sloodle", professors and students can easily post content from inside Second Life to their online courses, class blogs and wiki pages.
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Eastern Suffolk BOCES School Library System VRC High School Listp - 0 views
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EBSCOhost: The Relationship between Flexible and Self-Regulated Learning in Open and D... - 0 views
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interaction courses online education teaching learning
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Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one's learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility. [ABSTRACT FROM AUTHOR]
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EBSCOhost: The Relationship between Flexible and Self-Regulated Learning in Open and D... - 0 views
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education ebscohost learning teaching online technology
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skelton-christine.pdf (application/pdf Object) - 0 views
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Adding humor to high-tech presentations has some serious advantages | trainingmag.com - 0 views
K12 Virtual High School - 0 views
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Practice with Exponents - 1 views
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http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-docume... - 0 views
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The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
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Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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can refer to their course materials and think through their answers
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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he first response that comes to mind rather than the best possible response
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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as a result of the relative anonymity
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online education can be done well,
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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How Much "Group" is there in Online Group Work? | The Sloan Consortium - 0 views
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The ability to work in groups across time and space has become a frequent requirement for the workplace and is becoming increasingly more common in higher education, but there is a surprising lack of research on how online groups work. This study applies analytical approaches used in studies of face-to-face classroom "talk" to multiple groups in two asynchronous online high school courses. We investigated two activities focused on group problem-solving styles-one for deciding how to work as a group, and a second for responding to the content of the assignment. We found successful groups to have benefited from directive leadership, and the division of labor amongst most groups to be in parallel rather than collaborative.
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Depth of Knowledge in the 21st Century - 0 views
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Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
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The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
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Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
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Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
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The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
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High school graduation: the case for identity loss.: EBSCOhost - 0 views
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Research Center: Teacher Quality - 1 views
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ven so, the specific characteristics that constitute an effective teacher are hotly debated. Teacher quality is extremely difficult to measure. As a result, most studies resort to measurable teacher inputs such as certification, academic degrees, and years of experience. Some studies that have correlated teacher test scores on basic skills tests and college entrance exams with the scores of their students on standardized tests have found that high-scoring teachers are more likely to elicit significant gains in student achievement than their lower-scoring counterparts
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e research is not detailed enough to clarify how much subject matter is critical for teaching specific course levels and grades.
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Many schools have also introduced induction and mentoring programs to address high attrition rates and improve the practice of their inexperienced teachers.
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Rethinking Schools Online - 0 views
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A person can teach in one of Milwaukee's 125 publicly funded private schools without even a high school diploma.
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"teacher proof"
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Such approaches ignore fundamental issues of resources, teacher leadership, teaching and learning conditions, and the need for much more time for teachers to collaborate, assess student progress, and improve their teaching skills.
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20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse; close to 50 percent of newcomers leave within their first five years.
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Poor children are the most likely to be taught by the newest and least-qualified teachers
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But if students rarely — if ever — see a teacher of color, or if teachers of color feel isolated and/or burdened by being "the only" in their schools, educational quality suffers.
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Such "conversation" implies thoughtful dialogue. We need to create the institutional spaces where in-depth reflection and discussion about good teaching take place on a regular basis.
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"We have tried to figure out how you can have creative and constructive resistance and how you can layer in your knowledge . . . to try to craft something that has integrity and matches what we know about learning."
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It's a matter of reform grounded in the classroom, of respect for teaching as a profession, of a broader vision of social justice, and of improved organizing and collaboration.
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Mr. Robb's Math - Hundreds of Math Videos - 1 views
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Mr. Robb's Math is a YouTube channel containing 555 videos produced by high school mathematics teacher Bradley Robb. Mr. Robb's videos explain and demonstrate solving problems in Algebra I, Algebra II, and Calculus. Most of the videos are recorded while Mr. Robb is teaching. You can find the videos on the Mr. Robb's Math YouTube channel or visit Mr. Robb's website WowMath to find the videos organized in sequence with accompanying screenshots.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
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Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
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Web 2.0,
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e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
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The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
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But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
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open source movement
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Digital StudyHall (DSH)
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We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
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Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
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“I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
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How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"?
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Open Source/Access research. One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research. We are paying for the same research twice. Open Access Journals (see Harvard Memo) hopes to change this.
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seeking the knowledge when it is needed in order to carry out a particular situated task.
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Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?"
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I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
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This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
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This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
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In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
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Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
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he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
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As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
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that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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Economics Interactive Tutorial: Elasticity - 0 views
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In each of the following examples, choose whether you would expect demand to be elastic or inelastic. In none of these examples will the demand be as elastic as the demand for gasoline at a particular gas station on a street with many gas stations. Drivers will flock to a gas station with a price a few pennies below its neighbors' prices, and will abandon a gas stations with a price a few pennies higher. Choose "Elastic demand" if you think that buyers will buy somewhat less if the price goes up, or somewhat more if the price goes down. Choose "Inelastic demand" if you think that the buyers will buy about the same amount if the price goes up or down. An unconscious bleeding man is brought to a hospital emergency room. A patient is given a presciption for a drug to control high blood pressure. The patient's insurance doesn't cover drugs, so the patient must pay out of pocket. A hospital in-patient has insurance that will pay all charges. What would the demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever? A senior signs up with a managed care plan to get the Medicare drug benefit. Even though the senior is locked in for a year, the plan can, at any time, change which drugs it will pay for, based on the plan's judgement about a drug's effectiveness and price relative to other drugs that do about the same thing. For members of that plan, what might the demand for the Darvon be like? Darvon's cheapest alternative might be acetomenophen (Tylenol) in this case. A family has a high-deductible health insurance policy. The effect is that the family pays for primary care office visits out of pocket. Now, one of their children has an earache. What would their demand be like for an office visit to get this checked out? In general, if the decision-maker has an incentive to spend less on some product and if there is an adequate substitute for that product, then demand is more ...
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Health Savings Accounts -- The Best Way to Make Demand More Elastic?
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Elasticity
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