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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
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

module 2 21stcenturylearning e-learning WEB2.0 education learning_environments

shared by Diane Gusa on 16 Jun 11 - Cached
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
      Diane Gusa on 16 Jun 11
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
Diane Gusa

Social Media Classroom Invitation to the Social Media Classroom and Collaboratory - 0 views

www.socialmediaclassroom.com

collaboration e-learning socialmedia WEB2.0 Rheingold education teaching

shared by Diane Gusa on 16 Jun 11 - Cached
  • includes a free and open-source (Drupal-based) web service
  • integrated set of social media that each course can use for its own purposes—integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting are the first set of tools. 
  • The Classroom also includes curricular material: syllabi, lesson plans, resource repositories, screencasts and videos
Diane Gusa

Interaction and Immediacy in Online Learning | Woods | The International Review of Rese... - 0 views

www.irrodl.org/...268

interaction immediacy online learning research db5

shared by Diane Gusa on 12 Aug 11 - No Cached
  • Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
  • Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
  • an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
  • ...4 more annotations...
  • Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
  • Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
  • “Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
  • Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
alexandra m. pickett

Open University research explodes myth of 'digital native' - 1 views

www.agent4change.net/...1088

Digitalnatives digital divide

shared by alexandra m. pickett on 16 Aug 11 - No Cached
  • So Prensky was right first time? 'No, certainly not'
  • alexandra m. pickett on 16 Aug 11
     
    "So Prensky was right first time? 'No, certainly not'"
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • contribution as creating spaces that evoke desired experiences.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
alexandra m. pickett

Why I do what I do | JJ Wagner - 0 views

jaytiger8.edublogs.org/...why-i-do-what-i-do

shared by alexandra m. pickett on 04 Jul 11 - No Cached
  • How do you interact in this course?
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      ok... you can dig deeper here!! how do you INTERACT in this course? REFLECT on this. I want you to dig and get vulnerable.
  • not a strong point of mine.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      can you explore why that is? or rather, why you think that is so? I challenge this assumption that you have about yourself. And i will ask you how is that working out for you in this course and in your life?
  • The intensity of discussion online. 
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      do you see a pattern? I would like you to explore this. can you let go (a little) of this crutch? pretend you are good at it. pretend you enjoy it. open up to the possibility that doing this activity will help you in ways that at this moment you can't imagine. trust me. trust yourself. you are not alone. things aren't tidy. not everything has a right answer. you don't have to control everything and in fact you can't... that is an illusion. i want to know why you are clinging to it.
Diane Gusa

Michael Polanyi and tacit knowledge - 0 views

www.infed.org/...polanyi.htm

polanyi philosophy learning knowledge 4

shared by Diane Gusa on 04 Jul 11 - Cached
  • Central to Michael Polanyi's thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge).
  • Polanyi's argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as 'passions'.
  • 'we can know more than we can tell
  • ...5 more annotations...
  • Michael Polanyi placed a strong emphasis on dialogue within an open community
  • pre-logical phase of knowing as 'tacit knowledge
  • Perhaps the strongest echo of his work that we encounter as educators comes through the work of Donald Schön and Chris Argyris on knowing in action, and in Eisner's consistent arguments for connoisseurship and criticism in evaluation.
  • By paying attention to Polanyi's conception of the  tacit dimension we can begin to make sense of the place of intuition and hunches in informal education practice - and how we can come a better understanding of what might be going on in different situations
  • praxis (informed, committed actions) that stand at the heart of informal education.
Diane Gusa

Learning in an online distance education course: Experiences of three international stu... - 0 views

www.irrodl.org/...1481

learning online culture styles

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Diane Gusa on 29 Jun 11
     
    Zuochen Zhang University of Windsor, Canada Richard F. Kenny Athabasca University, Canada This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment.
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
ian august

Education, OpenStudy, Facebook: Start-up Idea - Planning - 0 views

www.startupsmart.com.au/...ens-the-door-on-education.html

shared by ian august on 28 Jun 11 - No Cached
  • OpenStudy is a platform for “massively multiplayer study groups”, allowing students from around the world to become study buddies.
  • addition to rewarding users with medals and achievements for answering a question quickly or answering more than 10 questions, users can also “fan” people they’d like to follow, giving them another incentive to engage and contribute
  • We want OpenStudy profiles to become like LinkedIn for education. We want our students to become heroes to their peers,” a company spokesperson says
  • ian august on 28 Jun 11
     
    global online study group
Diane Gusa

New models for learning flexibility: Negotiated choices for both academics and students - 0 views

74.125.155.132/scholar

shared by Diane Gusa on 07 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 07 Jul 11
       
      Eisner, one of my favorite authors.
  • Eisner (2003) claims that it is appropriate to take into account a learner’s frame of reference.
  • While, the educational value of using a social constructivist approach is supported in educational literature (Jonassen, 1998; Garrison & Anderson, 2003), individual constructivism and self-directed learning (Merriam & Cafarella, 1999) are also valid educational strategies
  • ...2 more annotations...
  • The flexible model proposed in this paper would allow informed choice by both students and academics, thereby resolving equity considerations and providing choices for academics, learners and learning
  • Professor Richard Johnson describes open learning as ‘an approach rather than a system or technique; it is based on the needs of individual learners, not the interests of the teacher or the institution; it gives students as much control as possible over what and when and where and how they learn; it commonly uses the delivery methods of distance education and the facilities of educational technology; it changes the role of teacher from a source of knowledge to a manager of learning and a facilitator. (pp. 7-8
Donna Angley

MIT Open Courseware - 0 views

ocw.mit.edu/...readings

Module 4 assignment short story literature English

shared by Donna Angley on 07 Jul 11 - No Cached
  • What Makes a Short Story
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 11
       
      how will you use this resource in your own online course donna?
    • Donna Angley
      Donna Angley on 28 Jul 11
       
      I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jul 11
       
      brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
  • Silko, Leslie Marmon.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I am glad to see an American Indian writer included in the syllabus. I also included a story by Leslie Marmon Silko called "Lullaby."
  • ...7 more annotations...
  • Everyday Use Walker." I
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I too included this story in my course. For those of you that might not know, Alice Walker is the author of "The Color Purple."
  • A Good Man is Hard To Find."
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Again, I also included this particular story in my course. Flannery O'Connor has written many short stories, but this one is probably a "classic" within the genre.
  • Usage of Point of View
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Point of view is the first thing a writer has to think about when preparing to write. Depending on the point of view, what is written and how it is written will be very different.
  • The Yellow Wallpaper."
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      This is an exaggerated account of the actual post pardom depression that the author suffered from after the birth of her daughter. Again, a classic short story that I have included in my course also under "point of view."
  • To Build a Fire Faulkner
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I love that they too included this story. As you read it, you can't help but wonder how Jack London manages to keep describing his surroundings, which really don't change. He's a master.
  • Workshop
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I like that there is a workshop component to this course, where it appears that students will go through the process of writing a short story. It also looks as if they might publish as well, or at least go through the process of publishing so that students can attempt to publish in the future.
  • Discussion of Getting Published in the Real World
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Excellent resource for those students who are seriously looking at writing for a living.
  • Donna Angley on 07 Jul 11
     
    This class will focus on the craft of the short story, which we will explore through reading great short stories, writers speaking about writing, writing exercises and conducting workshops on original stories.
Diane Gusa

ETAP640amp2011: What makes an effective online instructor? - 0 views

ualbany.mrooms.net/...discuss.php

mindfulness passiondriven affective education

shared by Diane Gusa on 06 Jul 11 - No Cached
  • focused on humanist practices in education by Sonia Nieto, Carl Rogers, and bell hooks (available on You Tube). All educators were passion about being open in the classroom, being mindful, being compassionate, educating out of respect and not out of love for students, and delivering education that is affective. These ideas are also implied in Maslow’s Hierarchy of Need (available on You Tube).
efleonhardt

Flow Theory | Education.com - 0 views

www.education.com/...flow-theory

education teaching flow theory

shared by efleonhardt on 04 Jun 12 - No Cached
  • ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
  • when individuals find the activities challenging
  • o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
  • ...6 more annotations...
  • One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
  • have the skills to accomplish them
  • Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
  • not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
  • eachers must provide optimal challenge and support for competence (or skill)
  • (a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
  • b malczyk on 04 Jun 12
     
    talks about the relationship between flow and the zone of proximal development
  • efleonhardt on 01 Jun 14
     
    This article has a good definition of flow and explains how it can be applied in your classroom
Alicia Fernandez

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 2 views

www.irrodl.org/...2087

lifelong learning" heutagogy "self-determined learning" andragogy "self-directed learning" "social media" "double-loop learning" "reflection"

shared by Alicia Fernandez on 24 Jun 12 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
sherrilattimer

Is Broadband Internet Access a Public Utility? | TIME.com - 0 views

business.time.com/...ternet-access-a-public-utility

broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached
  • State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers. Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
  • According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
  • “You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
  • ...4 more annotations...
  • One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
  • Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
  • “Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
  • Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
Jessica M

Open Up the Ceiling on the Common Core State Standards: Preparing Students ...: EBSCOhost - 0 views

web.a.ebscohost.com.ezproxy.niagara.edu/...pdfviewer

CCS Literacy 21Century

shared by Jessica M on 03 Jun 14 - No Cached
  • Jessica M on 03 Jun 14
     
    Online reading defined: locate information, critically evaluate, synthesize information, communicate
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