The literature suggests factors such as extraversion, emotional stability and openness to experience are related to uses of social applications on the Internet
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Personality and online presence - 0 views
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emotional stability turned out to be negatively related to the usage of these online social applications,
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Results revealed that while extraversion and openness to experiences were positively related to socialmedia use,
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eing open to new experiences emerged as an important personality predictor of socialmedia use for the more mature segment of the sample.
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Duke Open Access Policy - 0 views
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The Faculty of Duke University is committed to disseminating the fruits of its research and scholarship as widely as possible. In addition to the public benefit of such dissemination, this policy is intended to serve faculty interests by promoting greater reach and impact for articles, simplifying authors’ retention of distributio
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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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Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education | Wi... - 0 views
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We refer to the painful disconnection between Jay’s lived experience in the real world and the artificial environment inside the classroom as the daily divide. Unlike the digital divide, the daily divide also discriminates against people of higher socioeconomic status. Individuals with abundant access to information and communication technologies who have habits of effective use of these technologies in information-seeking and problem-solving activities are unable to make effective use of these technologies in higher education settings like the class described above.
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Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | ... - 1 views
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Access to education should not mean merely access to content
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rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
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it relies on the connected learning that occurs through interaction with various sources of knowledge
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Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
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informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
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News: The Evidence on Online Education - Inside Higher Ed - 0 views
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learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning," the report says.
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differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages
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This new report reinforces that effective teachers need to incorporate digital content into everyday classes and consider open-source learning management systems, which have proven cost effective in school districts and colleges nationwide
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Here's How You Can Help Rethinking Schools - Fall 2003 - Rethinking Schools Online - 0 views
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Join our Critical Teaching Listserv. If you wish to be part of Rethinking Schools listserv on critical teaching and writing, send an e-mail message with the word "subscribe" in the subject field to RScriticalteach-request@lists.execpc.com. The list is open to all RS subscribers and focuses on teaching and writing for justice in K-12 classrooms.
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for those of you in k12 education i have heard that this listserv is very good. i am about to subscribe. : ) me
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. Join our Critical Teaching Listserv. If you wish to be part of Rethinking Schools listserv on critical teaching and writing, send an e-mail message with the word "subscribe" in the subject field to RScriticalteach-request@lists.execpc.com. The list is open to all RS subscribers and focuses on teaching and writing for justice in K-12 classrooms.
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Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
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They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
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Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
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Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
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Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
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They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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Ten Best Practices for Teaching Online - 2 views
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Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
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A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
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Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
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Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
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As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
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How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
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Consider the Source II - 0 views
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I recall in my early SLN days trying to find out why faculty were being told to close past modules as they moved forward in the course
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Not sure where this comes from linda, but it is not so. the exact opposite is true.
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2004 - I am sure it has changed. It may have been the the SLN ID I was working and/or the classes I was taking. But I did see it more than a few times and it perplexed me. I definitely don't see it anymore so that is a good thing :-)
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odd... i actually in the early days strongly recommended that faculty have all their modules open from the first day so that students could see the structure and flow of the course from the beginning and have the structure help them not only anticipate what was coming, but act as advanced organizers to help students understand the scope and approach to the content taken by the instructor. I also didn't want faculty to use it as an excuse to not complete the course before it went live : ) I keep the modules closed in ETAP640 and reveal them one at a time because i don't want to confuse and overwhelm students. But, i have always maintained that work in previous modules should remain open and accessible so that students can refer back to or continue conversations if they want to. If you close a module then students won't have access to their own content. I would have to be convinced that under some very specific circumstance that there would be a good reason to do that. : )
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I am in total agreement with you on that - I won't mention names or courses :-) But I think the message is out that they should all be open!! lkr
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because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless
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I have increased my toolkit for engaging students at multiple levels. I feel I will be more vigilant about tapping into their basic human need for challenge, while attending to their narratives. Their storylines were not always part of my approach, but now I will be watching for those.
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Constructivism | Funderstanding - 0 views
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The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.
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Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in
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Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
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The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views
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“You are interacting with one single individual at all times. There is no ‘class’ …”
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“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
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I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
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I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
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One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
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How am I simultaneously learning how to be an online student and instructor?
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Something that has been proven to work is frequent, immediate instructor feedback.
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This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
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Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment.
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I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field.
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So, reflection has proven its worth yet again: reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
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It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
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Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
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“As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum. We learn with and for each other: as you learn, I learn.
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It causes me to reflect on the similarities between online and physical communities, something I had not thought of before. Could it be that we really are, slowly and steadily, growing into a genuine community?
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I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
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Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
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I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade. Strangely, this course, in which I spend so much time alone, is teaching me that I don’t.
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complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking; include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Classroom Aid | Open Educational Resources,O.E.R - 0 views
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collaboration social media critical thinking aid resources
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Taylor & Francis Online :: Twittering in teacher education: reflecting on practicum exp... - 0 views
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