Group items tagged Method - ETAP640

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Can YouTube enhance student nurse learning? - 0 views

shared by ian august on 02 Jun 11 - No Cached

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students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
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Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
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Today's students are experienced in digital interaction from an increasingly early age
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The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
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already being used as both an informal and formal learning tool by many
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it can be accessed anywhere at any time.
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students can engage with their learning at a time and place to suit them.
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YouTube as a tool in the classroom can lead to increased engagement in several key ways.
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keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
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visual methods of delivery is an established method of keeping material ‘memorable’
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Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
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ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
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YouTube opens the door to find alternative representations of anything you might want to say
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Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
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Therefore the role of the lecturer is to stimulate discussion
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They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
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Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
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YouTube is a resource of user-generated content with no quality regulation
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ian august on 02 Jun 11

benefits of using youtube to learn, and some constraints

<div class="cArrow"> </div><div class="cContentInner">benefits of using youtube to learn, and some constraints</div>

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Study Hacks » Blog Archive » The Notebook Method: How Pen and Paper Can Trans... - 1 views

calnewport.com/...sform-you-into-an-star-student study learning mind notebook

shared by Diane Gusa on 19 Jun 11 - Cached

It starts with the simplest possible tools…pen and paper.
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The idea is simple… Buy a sturdy college-ruled notebook dedicated to the relevant class. (I use the 100 page, 1 subject, college-ruled Stasher by Roaring Spring, but many people also swear by the Black n’ Red.) Buy a good pen. (Nothing beats a black uniball micro 0.5mm.) Take your notebook and pen and go to the most relaxing, meditative, non-distracting place possible. The deep stacks of the library is okay. Hiking 30 minutes into the woods or onto the dunes overlooking a windswept springtime beach is even better. Spend 1 – 3 hours working out your thinking on the task at hand in the notebook. Spend the last 20 minutes carefully summarizing your results on a clean page that you mark with the date and a title.
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Writing down your thoughts forces you to clarify what you’re thinking and confront ambiguities or inconsistencies
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You can’t check e-mail using a spiral-bound notebook
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Paper facilitates creative thinking
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requires deep creative thinking.
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Study Hacks » Blog Archive » Heidegger with Hefeweizen: Rethinking the Power ... - 0 views

calnewport.com/...ethinking-the-power-of-context study context learning mind

shared by Diane Gusa on 19 Jun 11 - Cached

the context in which you do academic work is extremely important, yet most of us give it little consideration…
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I introduced the idea of adventure studying
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seeking the unusual and mentally-stimulating over the standard and easy — you’ll reap benefits in two crucial areas: the sophistication of your understanding, and, more importantly, your enjoyment of student life.
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Diane Gusa on 19 Jun 11

"the setting for your academic work is as important as your methods. "

<div class="cArrow"> </div><div class="cContentInner">"the setting for your academic work is as important as your methods. "</div>

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The Reality of the Socratic Method in Law School Classrooms: A Call to Preserve our Lon... - 0 views

aglr.wordpress.com/...rve-our-longstanding-tradition

shared by Michael Lucatorto on 23 Jun 11 - No Cached

A Heretical View of Teaching: A Contrarian Looks at Teaching, the Carnegie Report and B... - 0 views

works.bepress.com/cgi/viewcontent.cgi?article=1000&context=gary_shaw&sei-redir=1#search="socratic+method+criticism+anxiety" socratic method anxiety criticism

shared by Michael Lucatorto on 24 Jun 11 - No Cached

Instructional Methods Information - Part 2 - 0 views

adprima.com/teachmeth2.htm instructional methods

shared by sschwartz03 on 04 Jun 14 - No Cached

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Socratic method and online teaching - 0 views

codl.ku.edu/...%20and%20online%20teaching.pdf Socratic Method

shared by Teresa Dobler on 30 Jun 14 - No Cached

The Fragility of the Socratic Method - Medium - 0 views

medium.com/...e-socratic-method-3d57d0a19a0a socratic socraticmethod

shared by alexandra m. pickett on 01 Jul 14 - No Cached

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REAP - Resources > Assessment Principles: Some possible candidates - 0 views

www.reap.ac.uk/...resourcesPrinciples.html assessment feedback principles reap design teaching learning

shared by lkryder on 17 Aug 14 - No Cached

Table 1: Principles of good formative assessment and feedback. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct? Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by students in your course, and if so, in what ways? Ensure that summative assessment has a positive impact on learning? To what extent are your summative and formative assessments aligned and support the development of valued qualities, skills and understanding. Encourage interaction and dialogue around learning (peer and teacher-student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course? Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Give choice in the topic, method, criteria, weighting or timing of assessments. To what extent do students have choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks in your course? Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions? Support the development of learning communities To what extent do your assessments and feedback processes help support the development of learning communities? Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful? Provide information to teachers that can be used to help shape the teaching To what extent do your assessments and feedback processes inform and shape your teaching?
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lkryder on 17 Aug 14

a web resource with the REAP material in the JISC pdf for easier bookmarking

<div class="cArrow"> </div><div class="cContentInner">a web resource with the REAP material in the JISC pdf for easier bookmarking</div>

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A Framework for Designing Questions for Online Learning - 0 views

www.iddl.vt.edu/...frame.html learning Theories instructional_design questioning

shared by Alena Rodick on 02 Jul 14 - No Cached

At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
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t least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
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At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
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At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
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Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education.
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Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion.
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Alena Rodick on 02 Jul 14

"The discussion method is one of the most commonly used pedagogical techniques in the online classroom. Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education. Proper attention to the design, facilitation, and maintenance of an online instructional discussion is critical to promote students' constructive thinking. Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion. This framework is placed within a broader context of discussion within a constructivist, online environment. Numerous examples of discussion questions which were gathered from experienced online instructors are presented with the goal of preparing students and teachers to participate effectively in online discussions."

<div class="cArrow"> </div><div class="cContentInner">"The discussion method is one of the most commonly used pedagogical techniques in the online classroom. Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education. Proper attention to the design, facilitation, and maintenance of an online instructional discussion is critical to promote students' constructive thinking. Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion. This framework is placed within a broader context of discussion within a constructivist, online environment. Numerous examples of discussion questions which were gathered from experienced online instructors are presented with the goal of preparing students and teachers to participate effectively in online discussions."</div>

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Assessing online learning: Strategies, challenges and opportunities. - 0 views

www.unh.edu/...essingOnlineLearningReport.pdf assessment online learning

shared by Alicia Fernandez on 13 Aug 14 - No Cached

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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)
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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
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Social and communication impairments represent some of the key diagnostic characteristics of autism
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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
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Research has demonstrated a relationship between joint attention and language development in children with autism.
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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
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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.
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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
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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
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It has long been noted that children with autism thoroughly enjoy the process of making and learning music
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112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Digital Natives, Digital Immigrants - Some Thoughts from the Generation Gap - 0 views

depd.wisc.edu/...Digital%20Natives.htm

shared by Kelly Gorcica on 06 Jun 13 - Cached

describe the generation gap separating today's students (the "Digital Natives") from their teachers (the "Digital Immigrants").
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Digital Natives are used to receiving information really fast. They like to parallel process and multi-task.
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Prensky's analogy struck a chord for me. I could easily identify with the 12-year-old boy who moves with his family to the "new world," quickly assimilates into the new culture, and learns to speak without an accent.
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Prensky argues that the gap between Digital Natives and Digital Immigrants is the fundamental cause of the alleged "decline of education in the US," and he contends that our current educational system has not been designed to serve today's students
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Digital Immigrants are attempting to teach the Digital Natives with methods that are no longer valid;
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I find it hard to believe that neurological structures could change to such a dramatic extent from one generation to the next.
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we may be doing them a disservice to de-emphasize "legacy" content such as reading, writing, and logical thinking, or to say that the methodologies we have used in the past are no longer relevant.
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Kelly Gorcica on 06 Jun 13

digital natives vs digital immigrants

<div class="cArrow"> </div><div class="cContentInner">digital natives vs digital immigrants</div>

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JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

scholar.lib.vt.edu/...dixon.html learning transfer problem solving

shared by Heather Kurto on 07 Jun 13 - No Cached

There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
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A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
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ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
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Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
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Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
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Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
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Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
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This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
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Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
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Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
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