For example, 75 percent of teachers say they regularly use technology in their classrooms. However, only 40 percent of students report that technology is used in their classrooms. You have to wonder if “regular tech use” is defined differently by kids and adults.
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Rochester Early College International High School - 1 views
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Do Your Students Know More About Technology Than You Do? | Scholastic.com - 0 views
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53 percent of middle and high school students feel that the restrictions on using cell phones are the biggest obstacle to using technology at school.
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Worse, while 75 percent of teachers feel they understand how students want to use technology as a learning tool, only 49 percent of their students agree.
High School: Number and Quantity teaching resources - Share My Lesson - 0 views
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Differences Between Online and Classroom Teaching - 0 views
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Online teachers must often have all class material prepared and ready for students before the course ever begins.
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In online classes, teachers are not required to be in class at any particular time, but must make themselves available to student questions on a consistent basis throughout each day to insure that students have a consistent resource for learning
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Instructors who conduct classes online have to be more aware of certain teaching techniques and learning outcomes. For example, online teaching classes available through public high school systems as well as postsecondary institutions emphasize the need to facilitate student communication. Because learners aren't communicating in a classroom setting, they need to be able to conduct ongoing dialogue with peers and professors. Teachers may wish to assign group projects or set participation quotas to provide distance-education students with the same sense of community and learning support that classroom-based students experience.
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Something to Shout About: New research shows that more librarians means higher reading ... - 0 views
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E Pedagogy - 2 views
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E-Pedagogy: Does e-learning require a new pedagogy? 5 The emergence of e-learning As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
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changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
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hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
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George Siemens introduced this theory in his paper Connectivism: Learning as networkcreation (2004) to address “the shortcomings of behaviourist, cognivitist andconstructivist ideologies”.Connectivism conceptualises knowledge and learning as a network, consisting of nodesand connections. Knowledge, at any point in time, is a particular (probably temporary)configuration of nodes and connections (a sub-network). Learning creates newconnections between existing nodes (changes to existing knowledge) and/or creates newnodes (entirely new knowledge). Learning, therefore, is about network (node andconnection) creation.His theory differentiates between data, information, knowledge and meaning: • Data : raw elements • Information : data with intelligence applied • Knowledge : information in context and internalised • Meaning : comprehension of the nuances, value and implications of knowledge.“Learning is the process that occurs when knowledge is transformed into something of meaning.”Connectivism embraces eight principles:1. Learning and knowledge rest in diversity of opinion.2. Learning is a process of connecting specialised nodes or information sources.3. Learning may reside in non-human applicances.4. Capacity to know is more important that what is currently known.5. Maintaining connections is needed for continual learning. (function() { var pageParams = {"origHeight": 1276, "origWidth": 902, "fonts": [3, 1, 2, 4, 0], "pageNum": 9}; pageParams.containerElem = document.getElementById("outer_page_9"); pageParams.contentUrl = "http://html2.scribdassets.com/4o2mjijnuo850n3/pages/9-7fefce237b.jsonp"; var page = docManager.addPage(pageParams); })(); Scribd.Ads.addBetweenPageUnit(9); E-Pedagogy: Does e-learning require a new pedagogy? left: 3830px; top: 276px; color
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Rote learning of factual information, which typifies behaviourism, isvalueless when students are one click away from Google and Wikipedia. The “teacher-knows-best” idiom of cognivitism is questionable in a time of “the wisdom of the crowd”.The constructivist approach (and, particularly, social constructivism) appears to be abetter fit for 21st century learning – but needs to be updated to embrace the modernlearning environment that includes virtual worlds such as Second Life. ‘Connectivism’,‘E-moderating’, ‘E-Learning 2.0’ and ‘Assessment 2.0’ may not provide the answer – butdo highlight the problems with the status quo and emphasise the need for a newapproach to teaching, learning and assessment
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ETAP640amp2012: are you prepared to change the way you teach? - 0 views
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It feels like she was purposeful in everything she has laid out for us.
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Is it because of the rush of accomplishing we didn't think we could? Is it the sense of strength and empowerment we feel from realizing how far we've come? Can these things be attributed to our high levels of satisfaction with this course development process?
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What Your Ph.D. Didn't Cover | Inside Higher Ed - 0 views
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Now, recognizing that what these instructors need is markedly different training from their counterparts in high schools and at four-year universities, some graduate programs are offering credentials specifically for those students who plan to or already teach at community colleges as a supplement to their subject matter graduate training.
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Those seeking the certificate do not have to be enrolled in a Temple graduate program, and there is a specific track for current community college instructors who, though they are already experts in their discipline, want a professional development opportunity to learn new teaching techniques.
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The certificate for current community college instructors consists of a three-credit seminar on “teaching in higher education” — with broad-based lessons on various teaching philosophies and course designs — and three one-credit modules on specific topics. Current topics are “assessment,” “diversity and inclusive teaching” and “teaching with technology.
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“Having a Ph.D. doesn’t necessarily prepare one for teaching, so some are having 'a-ha' moments by the minute in the program,” Barnett said.
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Offering teaching certificates to community college instructors or those who wish to become them is not an entirely new idea. In contrast to Temple’s more general teaching certificate, a few other graduate programs around the country have certificate programs for specific disciplines at community colleges
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“There’s a lot of research on programs that prepare new teaching assistants and those of the like, but there is very little research on preparing community college teachers,”
Research #1 - Locate Best Sources « The Cheeky Lit Teacher - 0 views
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Catherine's Reflections » Blog Archive » Week 7: Teaching Presence and Establ... - 0 views
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It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.
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imagine the design as being the outline of a painting. As the community is established and evolves its members fill the outline with color. Together they create a picture of learning. The more active and engaged the participants, the more the picture will evolve. Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance. I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it. In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well. I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.
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Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views
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It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
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The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
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After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
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I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
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I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
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These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
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ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views
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This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
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Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
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We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
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self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
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In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
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Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
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Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
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Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
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We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
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(Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
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The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
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Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
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This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
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Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
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These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
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In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
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the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
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Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
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the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
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successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
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Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
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101 Ways to Use Tagxedo - 7 views
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These ideas can be used in ANY course, on OR offline. Some great activities in here for icebreakers and a variety of other things!
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This is a marvelous visual arts tool that can provide self-assessment opportunities as well as artistic expression of language concepts. This is great find, Lisa!
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I've been trying to use tagexdo for a while, but love these slides, never knew you could use your own logos :)
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I think I am going to add this to my introduction module to show students all the encompasses geography!
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Media Use Statistics Resources on m... - 0 views
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23% of teens is a “heavy” social media user, meaning they use at least two different types of social media each and every day
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A new study finds that 20 percent of third grade students have cell phones and 90 percent of them are online, while 83 percent of children in middle school have one.
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63% of all teens say they exchange text messages every day with people in their lives, including their parents
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Half (52 percent) of all zero- to 8-year-olds have access to a new mobile device such as a smart phone, video iPod, or iPad/tablet
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Fully 95 percent of all teens ages 12-17 are now online, and 80 percent of online teens are users of social media sites. Teens of all ages and backgrounds are witnessing these mean behaviors online and are reacting in a variety of ways:
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Ninety percent of teen social media users say they have ignored the mean behavior they have witnessed on a social network site. Eighty percent say they have personally defended a victim of meanness and cruelty. Seventy-nine percent say they have told someone to stop their mean behavior on a social network site. Twenty-one percent say they have personally joined in on the harassment of others on a social network site. Source
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Nearly 90% of older teens (aged 14-17) have a cell phone, while just under 60% of 12- to 13-year-olds have a cell phone
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More than a third (38 percent) of children this age have used one of these devices, including 10 percent of zero-to 1-year-olds, 39 percent of 2- to 4-year-olds, and more than half (52 percent) of 5- to 8-year-olds.
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In a typical day, one in 10 zero- to 8-year-olds uses a smart phone, video iPod, iPad, or similar device to play games, watch videos, or use other apps. Those who do such activities spend an average of 43 minutes a day doing so
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KPBJ.COM | Leaders from all sectors commit to state goals for STEM education ... - 0 views
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Almost 150 business, education and community leaders from across Washington state and the nation have announced a set of commitments to ensure all students have a high-quality education in science, technology, engineering and math (STEM) to increase and diversify the STEM pipeline necessary for a healthy economy.
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Why Badges? Why Not? | HASTAC - 0 views
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Perhaps a school wants to be able to recognize the master teacher who is caring and constructive mentor to new teachers in her school. Isn’t that a fantastic contribution that so many teachers make, day in and day out, that, currently, goes unrecognized? (An aside: I loved the “Go, Teachers!” thread that ran throughout yesterday’s program.) Perhaps there’s a national network of auto mechanics that would like to be able to come up with a way of credentialing high school drop outs who happen to be great at fixing hybrid cars but who cannot afford to go to for-profit trade school that offer formal credentials. I’m making this up, but I can see applications that could help participants and communities to recognize those with achievements “outside the system” and yet crucial, to the community and to their own success in the workplace. What do we have now to offer? Multiple choice tests, ABCD grades, transcripts, resumes: that is an extremely narrow r
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Our current, standardized systems of credentialing are very rigid and often restrictive. Badges allow groups of people—organizations and institutions--to decide what counts for them and how they want to give credit. Every contribution isn’t measured by ABCD. If you contribute, you can have a record of that contribution. That’s the beauty of digital badge systems or eportfolios such as Top Coders where you can actually click on the badge and see all the specific contributions or skills of a person that were recognized by peers in the form of a badge.
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Future Shock. Too much change in a too short period of time - FT Careers Blog - 0 views
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Subjectively, we feel this acceleration of time, we grew up in a slower paced world and it was easier for us to adapt to change. Today we are bombarded with information, products, events and it’s sometimes hard to keep up. It may be easier for some, harder for others
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Think about the news, communications and mass media. Since the internet became mainstream the way information is shared has changed radically. News one day old is already OLD. News is being produced in real time; worldwide communications are in real time too. Even more, there is more news everywhere. And it’s not that some years ago nothing happened. It’s that it’s become easier to broadcast them, allowing us to dramatically increase the information that can be distributed to the world.
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The younger generations have a less daunting task, mainly because they were raised in this wired/online world. They are accustomed to it.
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Virtual and Artificial, but 58,000 Want Course - NYTimes.com - 0 views
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Stanford University on artificial intelligence, to be taught this fall by two leading experts from Silicon Valley, has attracted more than 58,000 students around the globe — a class nearly four times the size of Stanford’s entire student body.
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For example, the Khan Academy, which focuses on high school and middle school, intentionally turns the relationship of the classroom and homework upside down. Students watch lectures at home, then work on problem sets in class, where the teacher can assist them one on one.
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Dr. Widom said that having Stanford courses freely available could both assist and compete with other colleges and universities.