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Alicia Fernandez

Building Trust in Virtual Teams - 0 views

olms1.cte.jhu.edu/...ust%20in%20Virtual%20Teams.pdf

swift trust online learning

shared by Alicia Fernandez on 22 Jul 14 - No Cached
  • Alicia Fernandez on 22 Jul 14
     
    Trust development in online courses
Kristen Della

Teaching and Learning Guide for: On the Relationship between Social Capital and Individ... - 0 views

onlinelibrary.wiley.com/...abstract

Invidividualism social capital collectivism

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Teaching and Learning Guide for: On the Relationship between Social Capital and Individualism-Collectivism. Both social capital and individualism-collectivism (IC) have been, and still are, popular and well-researched constructs in social sciences. Many theorists have argued that individualism poses a threat to social cohesion and communal association. Other researchers believe that growth of individuality, autonomy and self-sufficiency are necessary conditions for the development of social solidarity and cooperation. Recent research suggests that countries with higher level of social capital (where people believe that most people can be trusted) are also more individualistic, emphasizing the importance of independence, personal accomplishments and freedom to choose one's own goals. In societies where trust is limited to the nuclear family or kinship alone, people have lower levels of social capital. Social capital increases as the radius of trust widens to encompass a larger number of people and social networks, bridging the 'gap' between the family and state.
Diane Gusa

Spirit, trust, interaction and learning: a case study of an online community of doctora... - 1 views

www.leeds.ac.uk/...00003184.htm

community presence online

shared by Diane Gusa on 03 Jun 11 - No Cached
  • Diane Gusa on 03 Jun 11
     
    The concept of community is examined using Rovai's four dimensions of community: spirit, trust, interaction and learning (Rovai, 2000)
  • Diane Gusa on 03 Jun 11
     
    The concept of community is examined using Rovai's four dimensions of community: spirit, trust, interaction and learning (Rovai, 2000)
Lauren D

Benefits of Peer-Based Learning.pdf (application/pdf Object) - 0 views

its.uiowa.edu/...of%20Peer-Based%20Learning.pdf

education technology collaboration peer-based learning benefits

shared by Lauren D on 16 Aug 12 - No Cached
  • Lauren D on 16 Aug 12
     
    Forums, online communities, and professional networks are these new learning environments, where people find and share information, collaborate and learn on demand. A significant challenge is to motivate people to participate in the knowledge-sharing and learning process. Especially in peer-based learning environments, where learning depends on the effort of all participants, it is essential to provide enough incentives to participate and share information with others." Implementing systems fostering trust through reputation can enhance the learning effectiveness, and provide alternatives for the traditional pedagogical approaches still in place in current e-learning courses. Formal education could profit from such new learning environments adopting these pedagogical approaches and related technical systems."
Maria Guadron

Creating Meaningful Assignments | Laurel Felt - 0 views

www.laurelfelt.org/reating-meaningful-assignments

student-centered learning assignments

shared by Maria Guadron on 08 Aug 12 - No Cached
  • Maria Guadron on 08 Aug 12
     
    "A meaningful assignment is grounded in a meaningful learning experience overall. We can't just drop a gem of an assignment from on high, when the rest of the course has been stultifying, and expect stellar outcomes. No matter how well-designed the assignment, it has to be embedded in a framework of trust and energized inquiry. "
Jessica M

Community in the Classroom: An Approach to Curriculum and Instruction as a Means for t... - 1 views

files.eric.ed.gov/...EJ1005654.pdf

Community Students Development

shared by Jessica M on 18 Jul 14 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "It is essential to begin laying a foundation  for a community to emerge and develop from the first day of school; the initial experience must reflect the need for and importance of forming a classroom community." - same thing for online classes - the first activity, discussion, or contact needs to help develop class community
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher must remain true to the process and gradually invite students to direct their own learning." - getting students to lead discussions comfortably and be apart of a community is a process, you need to work students towards these goals and show them what you expect of them first
    • Jessica M
      Jessica M on 18 Jul 14
       
      "improving their self-concept and confidence is to work to build relationships within an intellectually safe classroom community" - very true for high school students, many often lack the confidence in their own work and understanding at first
  • ...3 more annotations...
    • Jessica M
      Jessica M on 18 Jul 14
       
      Three key feature of communities: Inclusiveness, Participation, and Shared Cognition 
    • Jessica M
      Jessica M on 18 Jul 14
       
      "promote and develop a classroom environment where students are trusted, willing, and able to engage in responsible dialogue and inquiry and to create meaning" - students need to trust each other, be able to listen and respect everyone's interactions in the class
    • Jessica M
      Jessica M on 18 Jul 14
       
      "School is a place where students should feel safe to  engage intellectually, socially, and emotionally in the act of  learning" - once students feel this safety within their community, they are more willing to participate and openly engage in their learning
alexandra m. pickett

Learning Online Learning - 2 views

shoubang.edublogs.org

shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
alexandra m. pickett

Mike's reflection blog on on-line learning within 2.0. - 1 views

mikefort1.edublogs.org

shared by alexandra m. pickett on 20 Jul 10 - Cached
rileybo liked it
  • I have 222 discussion questions. 
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      if you do all the work, who does all the learning? 222 question?! now wouldn't it be cool if your students came up with even half of those questions themselves?
  • It’s forced me to get out of my comfort area of relating to other music teachers and challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
  • I’ve included the student need for teaching presence in my discussion rubric but need to further create ways to be part of their learning.  This might be just sitting on the sidelines and observing until I feel the need to re-set the climate for learning if it’s off track.
  • ...8 more annotations...
  • By doing these activities I have become even more challenged and feel even more uncomfortable.  Now I am dipping my other foot in to the online course world.  I am inserting my knowledge to this new forum.  It’s as if I’m putting my quarter in and watching the wheels turn until they stop on something. What will that something be?  I must have felt that I was in some kind of comfort zone. Then I was understanding and proving myself valuable to the other student’s learning.
  • I am going to have to think very deeply about. That suggestion is to give more freedom to my students. The students in my course can better express their creativity by having to create their own activities!  Wow!  This is going to be hard…
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      sometimes you can only achieve what you are trying to achieve by letting go... trust yourself and trust your students.
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks for the advice Professor!
  • Creating PDFs takes lot of time
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      I have been following your posts, I know you finally got it to work and were able to link pdfs successfully!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Yes thankfully!
  • 222
  • If discussions wane then I can take one of these questions out and use them to stimulate new discussions
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      hey that's great and smart idea!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks. They are not going to be introduced all together. That would be too much.
  • seeismic did not register me properly
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      can you try again with a junk email account? I'd love to hear your input
  • Being taught what is effective, seeing it being applied to me and then being involved in reflection of its relation to my instruction is the sequence of events that [helped my learning].  This might seem as a surprising statement considering my own blog entry requirements were so open-ended and free-form, a sincere effort to provide scaffolding, that looking back such an attempt could not result in effective metacognitive resolution.
  • Therefore I will continue exploring what I have learned in this course and consider the possibility that there may have been things going on in this course that I did not learn because I did not internalize them.  (3)
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
Diane Gusa

Trusting our Deeper Knowing by Parker J. Palmer.pdf (application/pdf Object) - 0 views

www.manoa.hawaii.edu/...0by%20Parker%20J.%20Palmer.pdf

Palmer.pdf Deeper knowing module 4 blog Economic 2008

shared by Diane Gusa on 08 Jul 11 - No Cached
  • Diane Gusa on 08 Jul 11
     
    Michael: book? 1964, Merton published Seeds of Destruction in which he prophesied ―the fire next time, a conflagration of the races rooted in white ignorance, indifference and injustice.
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.
Michael Lucatorto

In Teachers We Trust: An Interview with Finnish Education Expert Reijo Laukkanen | LFA:... - 0 views

www.learningfirst.org/ucation-expert-reijo-laukkanen

education

shared by Michael Lucatorto on 24 Jun 11 - No Cached
  • And that's why we set objectives high, and we never set objectives in the way that they would prevent teachers [from using] their own capacity to broaden education.  We only talk about the objectives, not the methods of education.  Because teachers, if they have high-level education, should be given leeway enough to use their own innovation capacity.
  • Michael Lucatorto on 24 Jun 11
     
    And that's why we set objectives high, and we never set objectives in the way that they would prevent teachers [from using] their own capacity to broaden education.  We only talk about the objectives, not the methods of education.  Because teachers, if they have high-level education, should be given leeway enough to use their own innovation capacity. 
alexandra m. pickett

Learning by Doing | ETAP 640 Introduction to Online Teaching - 0 views

adeutsch.edublogs.org

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • it wasn’t terrible!
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      Glad you dove in!! Looking forward to your second post for module 1!
  • Her example was “what does it mean to be human?”  The reason this struck a chord with me is that many students are either uninterested in research or they think that they are already expert researchers.  Unfortunately, very few of them have the research skills required at the college level.  This interview served as an important reminder to me that it’s my job to make the course both relevant and engaging.  I want to do my best at writing engaging and thought provoking discussion questions.
  • Pickett discusses the importance of establishing trust in the online classroom.  One thing that has been surprising to me but upon reflection makes sense is that this is about both design and instruction.  The icebreaker module takes on a new significance in this light – as it’s not only the launch of the course but also the launch of the community.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      BRILLIANT!!!
  • ...3 more annotations...
  • “just because you call it a discussion doesn’t make it a discussion.” 
  • so maybe I’ll work on developing my very own perplexity fairy. 
  • In this course not only will I remember my instructor’s name – I will also remember my classmates’ names. That’s pretty remarkable!
Heather Kurto

Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views

ineducation.ca/...348

shared by Heather Kurto on 15 Jun 13 - No Cached
  • A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).
  • van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
  • Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
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  • A teacher’s ethical caring means genuine caring, aspiring to understand and make an effort for pupils’ protection, support, and development. Because of this pedagogical caring, the teacher especially pursues pupils’ potential to develop and thus help them to find and use their own strengths.
  • Pedagogical love has been considered the core factor in the definition of good teacherhood for decades, though the characteristics of a good teacher have always included a variety of features. Features such as the ability to maintain discipline and order, set a demanding goal level, and the mastery of substance have been especially emphasized (e.g., Davis, 1993; Zombylas, 2007; Hansen, 2009)
  • Love influences the direction of people’s action as well as its intensity. Positive emotions, joy, strength, and the feeling of being capable lead mental energy toward the desired goal (Rantala & Määttä, 2011). Negative emotions, grief, fear, and anger cause entropy, an inner imbalance that burns off energy, brands the target with negative status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
  • he educator’s task is to provide pupils with such stimuli and environment where students are guided to limit their instincts by controlling enjoyment and vital-based values, in order to be able to achieve higher values and skills (Solasaari, 2003).
  • Mihaly Csikszentmihalyi (1990, 2000) has launched the concept that refers to an optimal or autotelic experience where people are riveted so comprehensively by a challenging performance that the awareness of time and place blurs. Flow is possible when the challenges in a task are balanced with an actor’s abilities. Flow is an enjoyable state of concentration and task orientation, leading to optimal performance, whether the case is wall creeping, chess playing, dancing, surgery, studying languages, painting, or composing music.
  • This sets challenges for skill development. If a task is too easy, it will bore. If it is too difficult, it will cause anxiety and fear. The exact experience of flow and the active sense of well-being resulting from the former, encourage people to develop and improve their skills. People are willing to strive for flow whether it was about love for math, art, programming, or orthopedics (Csikszentmihalyi, 1990).
  • In an interview, Gardner (as cited in Goleman, 1999) said flow is intrinsically rewarding without the hope for reward or threat of punishment. We should use learners’ positive moods (love) and through it get them to learn things about fields they can succeed in. People have to discover what they like, what things and doings they love and do these things. Even a child learns the best when he/she loves what he/she is doing and finds it enjoyable. (p. 126)
  • Pedagogical love might contribute to pupils’ learning and success by providing them with positive learning experiences, initial excitement, and perceived successes. These are the seeds of expertise as a positive feeling that can be considered the source of human strengths (Isen, 2001).
  • Pedagogical love springs from an individual learner’s presence persuading it to come forward more and more perfectly and diversely. A skillful educator does not just sit by and watch if a learner makes worthless choices or fails in his or her opportunities to grow and develop.
  • Haavio emphasized the meaning of pedagogical love in teachers’ work and considered that teachers’ work consists of the following two obligations: attachment to learners and dutiful perseverance of life values.
  • Pedagogical love speaks to interdependence—the recognition and acceptance that we need others.
  • Love appears in teaching as guidance toward disciplined work, but also as patience, trust, and forgiveness. The purpose is not to make learning fun, easy, or pleasing but to create a setting for learning where pupils can use and develop their own resources eventually proceeding at the maximum of their own abilities
  • A loving teacher reveals for a pupil the dimensions of his or her development in a manner of speaking. This is how a pupil’s self-esteem strengthens and he or she can develop toward higher activities from the lowest, pleasure-oriented ones. Achieving high-level skills is rewarding because it brings pleasure, and yet, it often demands—as mentioned previously—self-discipline and rejections
  • A teacher’s work is interpersonal and relational, with a teacher’s own personality fundamental to building relationships with students. A teacher’s work involves plenty of emotional strain. In addition, a teacher inevitably has to experience frustration in his or her work. There are many situations when a teacher will feel like she or he has failed regardless of the solution he or she creates.
  • Consequently, teachers are likely to experience guilt because they cannot sufficiently attend to all pupils in an appropriate way that is congruent with the notion of caring.
  • However, teachers have to realize that their own coping, motivation, and engagement require attention; they are not automatic.
  • Pedagogical love emerges through teachers’ emotions, learned models, moral attitude, and actions
  • Good teachers are examples to learners even in the most difficult life situations. Teachers have to believe in their work and endeavour to build a nurturing environment and a more humane world.
  • To be happy about life, to guide students to see the wonder and joy in the mundane is a teacher’s most important skill. Being able to help students find and negotiate the joy, wonder, happiness, and pain in the everydayness of life is an increasingly important quality in today’s insecurities, with the mounting pressure of increased demands for efficiency
alexandra m. pickett

Anneke Blogs - 0 views

annekeblogs.edublogs.org

shared by alexandra m. pickett on 08 Jul 12 - No Cached
  • BRILLIANT
  • I completely changed the direction and tone of my opening module.  I changed from a generic introductory icebreaker to one that has more focus, and I also plan to have my students discuss and set the classroom etiquette for themselves in the first module, rather than simply handing this down as set policy.  I’m feeling really good about these changes! 
  • Thanks, Alex!
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 12
       
      so glad you like the glitter text... me too!!!
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Very cool!
  • ...2 more annotations...
  • August 4,
  • This was the most important thing I learned – to hand trust back to my students, and that it is not only OK to do so, but it actually makes a better class.
alexandra m. pickett

friending eggs and following cats - 0 views

georgecouros.ca/...ending-eggs-and-following-cats

twitter avatar twitter-avatar

shared by alexandra m. pickett on 23 Jul 12 - No Cached
  • Now I am not saying that all people that share a picture of themselves on the Internet are the people they represent themselves to be.  That would be extremely naive. It is just easier to connect and build trust with a person rather than an avatar.
alexandra m. pickett

Reflections | Just another Edublogs.org site - 1 views

vk267722.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • However, I do wonder about exactly how this survey was implemented in order for it to valid.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      we collected demographic information from every single student that was an online student that term. It was a survey that they hand to fill out to get access to their course. we had 100% response rates. so these are real numbers.
  • Somtimes I just have to tell myself “I Think I Can”
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      I KNOW you can !!!
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 12
       
      Victoria! i am so glad that you are considering using bloggin in your course. Your reflections on the benefits and your insights on this aspect of the course and how it applys to you and might apply to your future students are astounding to me. Thank you for making your thinking visible to me. Als, your observation of the Social Presence afforded by Moodle with the simple little addition of an icon/avatar that represents the individual and its comparison to FB is brilliant. Well done!
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  • My experience as a student was that I was focused on my routines from the other class and interpreting feedback to what I was thinking Alex meant and it wasn’t the same.  Then, we I began to trust Alex’s words and it became clear to me that she wanted to use to think deeper about the questions.
  • My question is how do we get our students motivated to think critically when, students just want to get the right answer?
  • In this process I learned a lot about myself as a learner and teacher.  I really need to promote more critical thinking activities and discussion.  It is very hard especially, with the children who I teach because they just want to get the right answer and have no motivation to further discuss any math concepts.
  •  I also need to think more critically as a person and a teacher.  In my school we put a lot of the blame on the parents because the parents don’t help students at home.  Meanwhile, many of these families can’t do it because they don’t know how the do the homework assignment, can’t read English, or are working.
  •  I know I have learned this because now I have a deeper appreciation in using technology as a learning tool.
  • What hindered my learning was time.  This course was a big adjustment in how much time I needed to set aside for this course.  I feel as though my school activities got in the way.  I really put too much on my plate this year as far as being involved in school activities.  This coming school year I am not going to do as much so I can focus more on taking the online courses.
alexandra m. pickett

Reflections - 0 views

catherinestrattner.edublogs.org

shared by alexandra m. pickett on 11 Jun 12 - No Cached
  • “This is not going to be easy and it is going to take a lot of time and energy, but I want to do this and I know I can!”
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 12
       
      yes, i am so glad, i know you can too!
    • Catherine Strattner
      Catherine Strattner on 16 Jun 12
       
      Thank you!
  • What I do believe is that it will be increasingly important to maintain our own learning. 
  • I am truly surprised to see how many students from other states and countries are part of SLN. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      if you look at the numbers it is really only about 2% that come from outside NYS.
    • Catherine Strattner
      Catherine Strattner on 16 Jun 12
       
      I did recognize that the portion of students wasn't that large, but I am still surprised that it is even 2%. I think I could have communicated myself better by noting the number of countries and states outside of New York which were represented.
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  • I would expect that most students would be located in New York
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      yes. 98% come from NYS.
  • Especially with younger students, this feeling of uncertainty can lead them to completely shut down.  If students trust in their guide, the teacher, they are much more likely to persevere through the uncertainty and attain resolution.
  • I realize that online teaching includes continuous reflection, assessment, and development of yourself as an online instructor and of the course itself.
  • K-12 online instruction does exist. 
  • Ultimately, I have learned that being learner-centered involves much more than making students do most of the work.  It involves understanding the needs of each of your individual students, both academically and personally.  It involves striving to meet those needs on an individual basis, while promoting self-directed learning.  It involves being empathetic and addressing the specific limitations each student may have and striving to break through those limitations together.  In my mind, that is what true interaction is all about, and it is one of the best ways to engage students in learning more deeply.
    • diane hamilton
      diane hamilton on 19 Jul 12
       
      Catherine, I love the metaphor! Nothing to add - you said it well. Diane
    • Catherine Strattner
      Catherine Strattner on 22 Jul 12
       
      Thanks!
  • What I am realizing is that there really is a significant difference between creating an online course from scratch and converting a face to face course.
  • I want my students to understand that these activities have a true purpose.  I want to remind them of that purpose each time they engage in these activities. 
  • I kept finding myself asking “How can this contribute to higher levels of cognitive presence?  Isn’t that ultimately the point of developing teaching and social presence?” 
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