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Scientifi to Decimal Conversions - 0 views

physics.csustan.edu/...Convert.htm Module 4 assignment
shared by Celeste Sisson on 18 Jul 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Another activity on the same website as the previous posted one. Instead of working with operations with scientific notation, students can practice converting between standard notation and scientific notation.
  • to have the computer give you a mix of problems
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Like this option as some students tend to mix up rules when different problems are placed together. This will emphasize paying attention to details of the questions and having the students ask them self how to approach the problem.
  • ...2 more annotations...
  • Enter your answer using the keyboard. Press the 'x' key, and the computer will recognize that you now wish to enter the exponent of a number in scientific format. If you make a mistake, you can correct it using the backspace key.
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Link to the previous activity I had posted to use.
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Overview: Using Student Peer Review | OER Commons - 1 views

www.oercommons.org/...view Module 4 assignment peer review oer
shared by Maree Michaud-Sacks on 18 Jul 13 - No Cached
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 18 Jul 13
       
      I think the section on helping students make effective comments will fit nicely into my peer review and evaluation module
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      great! i agree!
  • Diana Cary on 22 Jul 13
     
    I think this is an awesome find Maree. However it would be nice if this resource was built with next buttons to proceed to the next reading rather than back buttons. Do you agree? Thank you for clearly stating how you would use this in your online course.
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Behavior.org | Cambridge Center for Behavioral Studies - 1 views

www.behavior.org/resource.php behavior defining autism Module 4 assignment
shared by Heather Kurto on 17 Jul 13 - No Cached
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      This podcast will be used in module 5 of the course on behaviors and functions of behaviors. 
  • Defining Behavior - Podcast
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      What controls behaviors?
  • ...1 more annotation...
    • Heather Kurto
      Heather Kurto on 30 Jul 13
       
      We look to manipulate the public environment to control behavior. 
  • Heather Kurto on 17 Jul 13
     
    This is an amazing resource on defining behavior. It is so helpful in understanding the function of behavior in students with ASD. There is a great podcast titled Marshall Lev Dermer-Defining Behavior. The podcast downloaded to my ITunes, so I wasn't able to bookmark it. This is an amazing resource for me!! Defining
  • Diana Cary on 22 Jul 13
     
    Hi Heather this seems like a great resource for you. I can't wait to see how you use it in your course. Do you plan on placing the entire podcast in the course or are you going to use parts of it? Diana
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Geogebra - 0 views

www.merlot.org/...viewMaterial.htm
shared by alexandra m. pickett on 18 Jul 13 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 12 Aug 13
       
      Ryan: this is a floating sticky. you can also highlight and add a sticky that is attached to the highlighted text. Please leave me evidence that you know how to use these features. : )
  • Ryan Mulligan on 18 Jul 13
     
    I will use this website to support my graphing module. I will use it to provide both visuals and hands-on simulations. The instructor will provide the visuals with directions. The students will then get to attempt the problems on their own. This website will provide students with the practice they need.
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Bogleheads® investment philosophy - Bogleheads - 0 views

www.bogleheads.org/...ds%C2%AE_investment_philosophy investment philosophy education teaching Learning
shared by Hedy Lowenheim on 02 Aug 13 - No Cached
  • Invest early and often
  • Use index funds when possible
  • Never try to time the market
  • Hedy Lowenheim on 02 Aug 13
     
    This site will be useful for illustrating John Bogle's investment strategies, beliefs, styles, etc. for investing, that I discuss in module 6. Bogle, former chairman of The Vanguard Group, is an extremely interesting person!
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Daniel Hacker - 1 views

danontrumpet.edublogs.org
shared by alexandra m. pickett on 27 Jul 13 - No Cached
  • Using these principles while developing my course has opened up my thoughts on creating successful teaching environments both in the online and f2f platforms.
  • Remember that learning is an adherent capability within people. You don’t have to put it in to people, you have to encourage it and bring that out.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      well said!!
  • “What have you got yourself into.  I feel overwhelmed! Can I pull this off? Should I drop this class? Is it worth it? How could I ever build an entire online class over the course of a summer? Is she nuts? ….Oh yes, she’s definitely nuts!”.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      LMAO - totally. : ) so glad you didn't quit!!
  • ...1 more annotation...
  • In life, as taught in this course, we must: Reflect, Connect, Organize, Build, Refine, Implement, and Evolve. These are not only the titles of our modules this semester, but a guide to success. If we fail to use these seven principals, we will never be the best educators possible and will have mediocre learning environments, and non engaged students.  Stay one step (or several for that matter) ahead of your students. The best quote from this class that I will use until the day I die, “Assume Nothing, Anticipate Everything”. Remember to breathe! You can do this! -Professor Pickett
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Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views

www-jime.open.ac.uk/...html MOOCs education open education
shared by Heather Kurto on 11 Aug 13 - No Cached
  • The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
  • The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
  • Can xMOOCs make money?
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  • technology has been about to transform education for a long time
  • In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
  • But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
  • He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
  • teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
  • Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
  • With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
  • pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
  • This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
  • With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
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Prominent Ed-Tech Players' Data-Privacy Policies Attract Scrutiny - Education Week - 0 views

www.edweek.org/...28privacy_ep.h33.html players policies scrutiny education data privacy students
shared by lkryder on 12 Jun 14 - No Cached
  • Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information—and opening the gates for a flood of new questions and worries from advocates and school officials.
  • "We're just scratching the surface with our understanding of how the education sector is gathering and looking to monetize student information," said Joel R. Reidenberg, a law professor at Fordham University, in New York, and Princeton University. "We as a society need to have a very clear discussion about how we want to protect the privacy of our children in this environment."
  • But many are concerned that the horse is already out of the barn. Last month, for example, Education Week
  • lkryder on 12 Jun 14
     
    student data and who uses it and how
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The Technology Source Archives - Effective Student Preparation for Online Learning - 0 views

technologysource.org/...reparation_for_online_learning online orientation course online learning online student attitudes student preparation faculty preparation student orientation
shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
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PDColor Vision in Horses (Equus caballus): Deficiencies Identified Using a Pseudoisochr... - 0 views

www.equineresearch.org/...hanggi-colorvision.pdf horse vision etap 640 color reearch
shared by abeukema on 16 Jun 14 - No Cached
  • abeukema on 16 Jun 14
     
    "Color Vision in Horses (Equus caballus): Deficiencies Identified Using a Pseudoisochromatic Plate Tes"
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Digital Inequality: From Unequal Access to Differentiated Use « Web Use Project - 0 views

www.webuse.org/...index.html access technology
shared by Teresa Dobler on 02 Jun 14 - No Cached
  • “digital divide”
  • inequality in access
  • Teresa Dobler on 02 Jun 14
     
    There is a link to the full pdf article.
  • Teresa Dobler on 15 Jun 14
     
    There is a link to the full pdf article.
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PROVINCIAL CANADIAN GEOGRAPHIC RESTRICTIONS ON PERSONAL DATA IN THE PUBLIC SECTOR - 0 views

www.hunton.com/...ate_patriotact_white_paper.pdf student data data storage
shared by lkryder on 13 Jun 14 - No Cached
  • lkryder on 13 Jun 14
     
    Why student data in Canada can't be on US servers and the legal complexities involved- in particular see page 13 -14. Concerns about student data or any personal data being stored has led to restrictions that create issues in teaching strategies, software debugging, help desk protocols etc. FERPA interpretation is part of this landscape.
  • lkryder on 13 Jun 14
     
    Why student data in Canada can't be on US servers and the legal complexities involved- in particular see page 13 -14. Concerns about student data or any personal data being stored has led to restrictions that create issues in teaching strategies, software debugging, help desk protocols etc. FERPA interpretation is part of this landscape.
2More

Using Rubrics to Grade Online Discussions - ELC Support - 1 views

www2.nau.edu/...discrubric.php rubrics assessment
shared by alexandra m. pickett on 19 Jun 12 - No Cached
  • Lauren D on 19 Jun 12
     
    "The Value of Rubrics Rubrics are useful for assessing work in any classroom setting, but they are especially helpful in online courses, where all information must be clearly stated in course documents. In some courses, instructors use rubrics for each assignment. "
  • diane hamilton on 21 Jun 12
     
    Contains several example rubrics for discussions and journals as well as nettiquette and a link to a list of articles on related topics.
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Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views

www.dreambox.com/adaptive-learning learning Adaptive ZPD
shared by lkryder on 02 Jul 14 - No Cached
  • Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
    • lkryder
      lkryder on 02 Jul 14
       
      This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
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The Use of Alternative Social Networking Sites in Higher Educational Settings: A Case S... - 0 views

www.ncolr.org/...9.2.4.pdf online learning social presence social networking 'Ning
shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Study suggests that education -based SNSs can be used most effectively in distance education courses as a technological tool for improved online communications among students in higher distance education courses.
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html tests quizzes assessment brain based learning constructivism knowledge studying nytimes
shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
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The effectiveness of m-learning in the form of podcast revision lectures in higher educ... - 5 views

webcache.googleusercontent.com/search podcasting
shared by Tera on 03 Jun 10 - Cached
  • Statistical analysis of the results of the study indicates that students believe that podcasts are more effective revision tools than their textbooks and they are more efficient than their own notes in helping them to learn. They also indicate that they are more receptive to the learning material in the form of a podcast than a traditional lecture or textbook. The study suggests that the use of podcasts as a revision tool has clear benefits as perceived by undergraduate students in terms of the time they take to revise and how much they feel they can learn. Coupled with the advantages of flexibility in when, where and how it is used, podcasting appears to have significant potential as an innovative learning tool for adult learners in Higher Education
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Podcasting: A Stepping Stone to Pedagogical Innovation - 1 views

engage.doit.wisc.edu/edu_podcasting podcasting pedagogy
shared by Tera on 03 Jun 10 - Cached
  • odcasting was defined for instructors as a technology that allowed students to receive course materials through the convenient, RSS-based subscription mode and listen to them anywhere, anytime. The goal of the podcasting theme was to enable instructors to experiment with audio modes of learning. Audio has the power to capture and focus attention, helping learners acquire content and process complex information (Bishop, Amankwatia, and Cates, 2008).
  • Furthermore, informal, personalized audio presentations are thought to create a feeling of social presence that helps learners integrate new information with their existing knowledge (Moreno and Mayer, 2004).
  • Some instructors used podcasting as a way to provide recordings of lectures to students. However, many more experimented with podcasting as a way to expose students to additional course content in engaging formats.  They created course podcasts that were mock radio programs, case studies, and interviews with national and international figures.  Still others used podcasting as a method for delivering course audio files or assigned students to create podcast presentations for their class. These varied pedagogical strategies were used by instructors across all disciplines.
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Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory S... - 0 views

jcmc.indiana.edu/...ertmer.html
shared by Joy Quah Yien-ling on 19 Jun 10 - Cached
  • According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
  • According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
  • Joy Quah Yien-ling on 19 Jun 10
     
    "Using Peer Feedback to Enhance the Quality of Student Online Postings"
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ScienceDirect - Computers & Education : What makes teachers use technology in the class... - 0 views

www.sciencedirect.com/science benefits technology
shared by Francisca Capponi on 01 Jun 10 - No Cached
  • Francisca Capponi on 01 Jun 10
     
    benefits of using technology
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