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Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

www.ncbi.nlm.nih.gov/...PMC2996136

music autism

shared by Heather Kurto on 12 Jun 13 - No Cached
  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
  • ...9 more annotations...
  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • Heather Kurto on 12 Jun 13
     
    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
Kristina Lattanzio

Well-Tempered Clavier: analysis, scores, and digital sound - 0 views

jan.ucc.nau.edu/wtc.html

module 4 assignment

shared by Kristina Lattanzio on 20 Jul 09 - Cached
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      Hover over the keyboard to get a list of fuges by J.S. Bach. Click on one and an excerpt from that fugue will play. Move over to play movie and a new screen will come up. The entire fugue will play while scrolling through the music. A listening analysis map will also show and will move while the piece is playing.
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      Click on each of the titles to read a description of what each is: prelude, clavier, fugue, well-tempered, symbol, history.
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      The pieces in this site could be used during various discussion assignments for Music Theory and Analysis course. They can also be used to show examples of the concepts in many of the course module activities and how they are used in real music.
  • Kristina Lattanzio on 20 Jul 09
     
    This site includes all of the Fugues from the "Well-Tempered Clavier", a book of preludes and fuges by J.S. Bach. Each fugue is played and includes a movie of the music and a timeline of analysis to go along.
Diane Gusa

parker j. palmer: community, knowing and spirituality in education - 0 views

www.infed.org/palmer.htm

learning_environments education connection blog

shared by Diane Gusa on 17 Jun 11 - Cached
  • The culture and size of the institutions and settings where people teach, the emphasis upon achieving grades and gaining marketable skills, and the pressure to 'produce' all take their toll.
  • To Know as We are Known (1983, 1993) Parker J. Palmer explores an understanding of education that looks to community and its recovery.
  • 'Knowing of any sort is relational, animated by a desire to come into deeper community with what we know' (Palmer 1998: 54).
  • ...10 more annotations...
  • 'a rich and complex network of relationships in which we must both speak and listen, and make claims on others, and make ourselves accountable' (Parker Palmer 1993: xii)
  • community of truth'
  • as Carl Rogers might have put it, from the diadactive to the facilitative.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      One of my favorite book. It always inspires me,
  • This distinction is crucial to knowing, teaching and learning: a subject is available for relationship; an object is not.
  • the subjects around which the circle of seekers has always gathered - not the disciplines that study these subjects, not the texts that talk about them, not the theories that explain them, but the things themselves (1998: 107).
  • Clearly community is a process. But it is also a place.
  • The task of the educator in all this is to make a space so that the great thing has an independent voice, to speak for itself - and to be heard and understood.
  • In To Know As We Are Known, Parker J. Palmer argues that a learning space has three essential dimensions: openness, boundaries and an air of hospitality (1983; 1993: 71-75)
  • As I teach, I project the condition of my soul onto my students, my subject, and our way of being together
alexandra m. pickett

Transformation via Online Learning - 4 views

afernandez3334.edublogs.org

shared by alexandra m. pickett on 13 Jun 14 - No Cached
  • original target audience,
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      who is your target?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population.  Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64.  Reference  Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities.  (Previously bookmarked in Diigo)
  • adult online students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      what assumptions are you making about this population?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom.  The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience.  Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow  (Bookmarked in Diigo)
  • students who attend fully online
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Are these students that solely attend online classes?  Do they attend classes on campus as well?
  • ...8 more annotations...
  • traditional and non-traditional students i
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious.  I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.  
  • If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. 
  • Jun 12th, 2014
  • Aug17
  • Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
  • I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
Mary Huffman

EBSCOhost: Formative Assessment Techniques to Support Student Motivation and Achieveme... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

formative assessment student motivation

shared by Mary Huffman on 07 Jun 13 - No Cached
  • Mary Huffman on 07 Jun 13
     
    Cauley, K. M., & McMillan, J. H. (2009). Formative Assessment Techniques to Support Student Motivation and Achievement. Clearing House, 83(1), 1-6.
Mary Huffman

EBSCOhost: Moving beyond subject boundaries: Four case studies of cross-curricular ped... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

shared by Mary Huffman on 09 Jun 13 - No Cached
  • Mary Huffman on 09 Jun 13
     
    Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools. International Journal Of Educational Research, 5579-88.
Maria Guadron

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CGgQFjAB&ur... - 0 views

www.google.com/url

online learning student-centered nursing challenges

shared by Maria Guadron on 17 Aug 12 - No Cached
  • Maria Guadron on 17 Aug 12
     
    "The challenges in teaching nursing online include providing nursing students with learning experiences that relate to real world nursing situations, and comprise high-stake medical and interpersonal elements."
Maree Michaud-Sacks

Understanding-cognitive-presence-in-an-online-and-blended-community-of-inquiry-Assessin... - 0 views

sites.ewu.edu/...g-j.1467-8535.2009.01029.x.pdf

cognitive presence

shared by Maree Michaud-Sacks on 29 Jun 13 - No Cached
  • Hedy Lowenheim on 29 Jun 13
     
    "arrisonandCleveland- Innes (2005) "
Barbara Recchio-Demmin

Amazon.com: Paideia Proposal: Mortimer J. Adler: Books - 0 views

www.amazon.com/...0684841886

shared by Barbara Recchio-Demmin on 02 Jul 09 - No Cached
  • Barbara Recchio-Demmin on 02 Jul 09
     
    Teaching through questioning
Francia Reed

Resources related to Andragogy and instructional approaches - 3 views

These are the references I included in my post on 27 May Gagne, R.M., Wagner, W.W., Golas, K.G., and Keller, J. M. (2005). Principles of instructional design, 5th edition. Belmont, CA: Wadswort...

started by Francia Reed on 28 May 11 no follow-up yet
Donna Angley

Foster Critical Thinking Using the Socratic Method - 0 views

tilt.colostate.edu/...tip53.pdf

Socratic Method questioning

shared by Donna Angley on 30 Jun 11 - No Cached
  • Donna Angley on 30 Jun 11
     
    The article summarizes a talk given by Political Science professor Rob Reich, on May 22, 2003, as part of the center's Award Winning Teachers on Teaching lecture series. Reich, the recipient of the 2001 Walter J. Gores Award for Teaching Excellence, describes four essential components of the Socratic method and urges his audience to "creatively reclaim [the method]
Mary Huffman

Teaching and Learning at a Distance - 1 views

www.google.com/url

teaching learning distance

shared by Mary Huffman on 31 May 13 - No Cached
  • Mary Huffman on 31 May 13
     
    Teaching and Learning at a Distance - Simonson et al., 2012
Daniel Hacker

Assessing metacognition in an online community of inquiry - assessment_metacognition_in... - 0 views

campestre.phipages.com/...ion_in_an_online_community.pdf

Module 4 discussion

shared by Daniel Hacker on 08 Jun 13 - No Cached
  • Mary Huffman on 08 Jun 13
     
    Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. doi: 10.1016/j.iheduc.2011.01.005
Amy M

Learning on Demand - 0 views

www.google.com/url

shared by Amy M on 25 Jun 12 - No Cached
  • Amy M on 25 Jun 12
     
    Research on faculty online training
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