Skip to main content

Home/ ETAP640/ Group items tagged How

Rss Feed Group items tagged

lkryder

Gamasutra - Book Excerpt: 'A Theory Of Game Design' - What Games Aren't - 0 views

  • Game designer Marc LeBlanc has defined eight types of fun: sense-pleasure, make-believe, drama, obstacle, social framework, discovery, self-discovery and expression, and surrender. Paul Ekman, a researcher on emotions and facial expressions, has identified literally dozens of different emotions - it’s interesting to see how many of them only exist in one language but not in others. Nicole Lazzaro did some studies watching people play games, and she arrived at four clusters of emotion represented by the facial expressions of the players: hard fun, easy fun, altered states, and the people factor.
  • Games are not stories. It is interesting to make the comparison, though: Games tend to be experiential teaching. Stories teach vicariously. Games are good at objectification. Stories are good at empathy. Games tend to quantize, reduce, and classify. Stories tend to blur, deepen, and make subtle distinctions. Games are external - they are about people’s actions. Stories (good ones, anyway) are internal - they are about people’s emotions and thoughts. In both cases, when they are good, you can come back to them repeatedly and keep learning something new. But we never speak of fully mastering a good story.
  •  
    games and stories
efleonhardt

Promoting Student Self-Assessment - ReadWriteThink - 0 views

  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success.
  • Nameless Voice: Ask students to anonymously submit sample work to share with the class. Sample paragraphs on the overhead, a visual vocabulary card, or a ticket out the door quick write can all be samples of student work that the class or individual students can use. Ask students to write or discuss how the nameless voice is similar or different to their understanding
Jessica M

https://tspace.library.utoronto.ca/bitstream/1807/30005/1/The%20Reliability%2c%20Validi... - 0 views

    • Jessica M
       
       Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities  to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks. 
    • Jessica M
       
      Other teachers argue that self-assessment has distinctive features that warrant its use. For example, self-assessment provides information that is not easily determined, such as how much effort students expended in preparing for the task.
    • Jessica M
       
      Still others argue that students learn  more when they know that they will share  responsibility for the assessment of what they have learned. 
lkryder

How to Prepare Better Multiple Choice Test Items - 0 views

  •  
    From Brigham Young.
lkryder

User Interface Design For eLearning - 0 views

  • In the example below, the user interface is an elevator panel. Learners choose a floor on the panel, ride up to the selected floor and partake in learning activities on each floor. As they climb higher in the building, the activities become more advanced. The elevator panel on the left doesn’t correspond to a typical mental model of how an elevator works. When the user realizes that going up to a higher level lesson is represented as going down the elevator, it’s confusing. When we stick to conventions, as shown in the example on the right, we’re modeling the way most people think.
mikezelensky

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 5 views

  •  
    "One instructional strategy, termed "bridging," has been successful in helping students overcome persistent misconceptions (Brown, 1992; Brown and Clement, 1989; Clement, 1993). The bridging strategy attempts to bridge from students' correct beliefs (called anchoring conceptions) to their misconceptions through a series of intermediate analogous situations."
alexandra m. pickett

ETAP640amp2014: Are you prepared to change the way you teach? - 0 views

  • While students naturally and instinctively know how to use social media,
    • alexandra m. pickett
       
      question this assumption!!
    • alexandra m. pickett
       
      support this assertion!!
sschwartz03

NCSALL: How Teachers Change - 0 views

  •  
    Morimoto, K. (1973). "Notes on the context for learning." Harvard Educational Review, 10(4), 245-257.
kasey8876

Teaching Courses Online: How Much Time Does It Take? - 0 views

  •  
    This longitudinal case study examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails, 2) reading, participating in, and grading 10 online discussions, and 3) grading 15 assignments. The findings indicate that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses
alexandra m. pickett

Andrea's Reflections | Diving into Online Teaching and Learning - 1 views

  • Cook until visible learning, engagement and interactivity emerge.
    • alexandra m. pickett
       
      still a "brilliant analogy!" no matter how i look at this : )
katespina

Incentivizing Participation in Online Forums for Education - 0 views

  •  
    This is a really great article on how teacher feedback can inventiveize participation in an online environment - by providing rewards including feedback!
Teresa Dobler

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 1 views

  • Interactivity—whether it is with a computer, a professor, or a classmate.
  • They want it; they crave it.
  • cond, studen
  • ...12 more annotations...
  • Second, students need to be able to use the technology
  • Third, technology must be relevant and interactive to the coursework
  • Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded
    • Teresa Dobler
       
      Absolutely!!! Make it relevant, creative - apply not regurgitate!
  • Distance education and online courses don't work well with Net Geners—the social component of learning is required.
  • How the Net Gen Learns
    • Teresa Dobler
       
      What we need to know in order to teach our students...
  • taught himself
    • Teresa Dobler
       
      These individuals all have talents and expertise in multiple areas, and are often self-taught in at least some of them.
    • Teresa Dobler
       
      They learn by doing the work themselves, not being told about it.
  • wide range of interests
  • not locked into one thing
  • when challenged, they excel in creative and innovative ways
    • Teresa Dobler
       
      We need to challenge our students in this way!!!
  • doing hands-on work and working in groups,
  • Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.
lkryder

How to Design Your Online Course - YouTube - 1 views

  •  
    An excellent example of an adaptation of the Understanding by Design backward design process ( although not stated as such) with a healthy dose of Quality Matters alignment between assessment and objectives.
cpcampbell88

Assessing your strengths - 2 views

LOVE how this uses various tests o develop a career plan! It is through assessment that students should narrow down their career choices. This will help students...easy to navigate through. I want ...

Module 4 Assignment

started by cpcampbell88 on 17 Jul 14 no follow-up yet
alexandra m. pickett

My Learning Reflections - 2 views

  • What I have found is teaching presence not only occurs in a face to face classroom but also online, if you look at it, they kind of are the SAME thing. The online platform is the classroom; we shouldn’t change it to make it suitable for online, we should do just as we would if it was face to face.
    • alexandra m. pickett
       
      Brilliant!
  • I feel accomplished that I gained so much from this course.
  • as an educator my job is to keep pushing and asking those questions
  • ...2 more annotations...
  • What I learned from that is to push myself continuously to learn more, to teach my classmates more, because in the end I learned THAT MUCH MORE!
  • I know I learned a lot, mainly because I was and am able to produce what has been asked of me and will remember how to do it.
    • alexandra m. pickett
       
      BRILLIANT!!!!!
« First ‹ Previous 821 - 838 of 838
Showing 20 items per page