games can tie into constructivist pedagogy
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Games for Higher Education: 2008 (EDUCAUSE Review) | EDUCAUSE - 0 views
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Some libraries have hosted game nights or have developed a digital game collection for access and preservation purposes
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Images - Clip Art, Photos, Sounds, & Animations - Microsoft Office - 4 views
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List of countries by GDP (PPP) per capita - Wikipedia, the free encyclopedia - 0 views
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the value of all final goods and services produced within a nation in a given year divided by the average (or mid-year) population
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Using a PPP basis is arguably more useful when comparing generalized differences in living standards on the whole between nations because PPP takes into account the relative cost of living and the inflation rates of the countries, rather than using just exchange rates which may distort the real differences in income
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Research: Students Actually Use the Internet for Education -- THE Journal - 0 views
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New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."
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The kids are engaging and participating meaningfully and purposefully online. We should pay more attention to contexts for engagement. When it is personally meaningful, kids will engage (ie. American Idol auditions), and when it isn't (college classes), they won't. Time to look at elements in the contexts which encourage meaningful participation.
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Class Size - 0 views
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Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
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The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
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Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
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Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
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Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
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The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
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Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
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Cooperative Learning - 0 views
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Folksonomies: Tidying up Tags? - 0 views
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Methods for improving tags
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To succeed, attempting to improve tag literacy (or tag etiquette) in the folksonomy world involves two processes. Firstly, the community needs to be ready to set rules and agree upon a set of standards for tags. Secondly, users need to be made aware of and agree to follow these rules. At the moment, although there are no standard guidelines on good tag selection practices, those in the folksonomy community have offered many ideas. Ways in which tags may be improved are presented frequently on blogs and folksonomy discussion sites. In his article on tag literacy, Ulises Ali Mejias suggests a number of tag selection "best practices" [14]. These include: using plurals rather than singulars using lower case, grouping words using an underscore, following tag conventions started by others and adding synonyms.
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Guns Germs & Steel: The Show. Overview | PBS - 0 views
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Inspired by a question put to him on the island of Papua New Guinea more than thirty years ago, Diamond embarks on a world-wide quest to understand the roots of global inequality.
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These are some of the main questions Diamond answers in his book, Guns, Germs, and Steel. He theorizes that due to the east-west axis of Asia/ Europe (which would include its favorable climate, terrain, and ease of sharing and borrowing technology), the availability of domesticable plants and animals, to name a few, this area had all the right ingredients to be successful, as opposed to the Americas/Africa. The latter had few domesticable animals, a north-south axis, and a difficult terrain for "sharing", to name a few. We will all need to dive further into his book and these sites to uncover all of the necessities that helped some succeed over others.
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This is just a page from the other PBS bookmark - I've just highlighted text on this page and added a sticky note so you don't need to peruse the site to find it.
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i see your bookmarks in diigo, nicely done! now incorporate the things you bookmarked into a post with links directly to the source urls, not to diigo. (Think of diigo as our shared library where we keep/organize all our links, tagged so we can find them later easily if we want.) in your post link to the source url, on which will be your diigo comments, highlights, and stickies making your post 100% richer. (view all bookmarks and then you can see the list of bookmark tags. Also, what do you thing of tagging things with "module 1" and so on so you can isolate all the resources you bookmark in the course by course module? Think about what will make the tool useful to you today and tomorrow, and what will make it useful to the rest of us in the course. I am very interested in exploring the potential of this tool with your help and in having you tests its features and functionality and push the limits as we kick its tires.
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shared by Donna Angley on 28 May 09
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A Constructivist Approach to Teaching - 1 views
www.vccaedu.org/...i-12-Carwile.html
social constructivism constructivist constructionist learning environment
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Presenting instructional content online requires faculty to consider course objectives and the learning outcomes that are produced. How those outcomes are achieved and by how many students are important concerns of higher education institutions and their faculty members
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Constructivism, on the other hand, is founded on the notion that “the only important reality is in the learner’s mind, and the goal of learning is to construct in the learner’s mind its own, unique conception of events”
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constructivists believe in independent exploration by students that will lead to a deeper understanding of the content
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cooperative or collaborative model of learning argues that learning occurs as an individual interacts with other individuals
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socio-cultural model of learning argues that learning best occurs when the learning event is meaningful, more deeply or elaborately processed, situated in context, and rooted in the learner’s cultural background and personal knowledge
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New technologies allow for construction of knowledge through what is actually deeper reflection by the learner
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Through groups and other learning interactions with their online peers, students acquire deeper understanding because of the “opportunities for exposure to multiple perspectives and interpretations
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Learning is subjective, not objective
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intellectual role, guide the students’ journey to understanding. This is accomplished by probing and questioning students about their responses, by summarizing main themes, and by linking these to assignments such as readings, written responses, and independent and group projects.
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discussion board posts serve as learning artifacts as well as springboards for more learning and the development of community
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If, on the other hand, we believe that learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding
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provide forums that require students to research an area of interest and report back to the class in the forum
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Well-Tempered Clavier: analysis, scores, and digital sound - 0 views
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Hover over the keyboard to get a list of fuges by J.S. Bach. Click on one and an excerpt from that fugue will play. Move over to play movie and a new screen will come up. The entire fugue will play while scrolling through the music. A listening analysis map will also show and will move while the piece is playing.
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Thoughts About Teaching Spanish Online - 0 views
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In an online environment it is fundamental. Discussions generate questions, and questions promote critical thinking. I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning. This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
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I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module.
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Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
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t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered in their ability to learn independently, as well as in the amount of information they learn.
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Personal stories give life to a faceless person, just as they do in literature. We come to know, like, love, despise, and sympathize with characters the more we know about them. Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
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Specifically, I need to ask myself: Do these questions simply ask student to use their foundational knowledge, and book resources, in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
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Online learning requires a different framework of thinking and behaving. It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection.
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Many of our high school students are not equipped with these survival skills.
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online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception. While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not. We need time to formulate ideas, responses and concepts. Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’.
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Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances.
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Learning... - 0 views
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. I have to get away from thinking that LIB 105 is “just a one credit requirement that no one wants to take.” Instead, as Alex suggested some time ago, I need to make it alive and engaging and what I really want it to be.
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Bravo Anne!! share your passion! think about stuff from their perspective and what would make your content relevant, applicable to their real lives. how will you know if you are doing it right? will they tell their friends about it? will they continue to do it/use it after the course? would they spend their own money to do it/use it?
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As interesting as this article was, I would have like to have read it prior to reading the Shea, et al. article which used Garrison’s material. I think that it would have been more relavent then.
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The cool thing is that they seemed like second nature after reading the manual, listening to the model course instructors and most importantly paying close attention to how Alex has constucted, guided and facilitated our course. I learn best by example and this has been an extraordinary model for me to follow.
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Transposing Instruments - 0 views
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Common Transposing Instruments
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AP Central - The AP Macroeconomics Exam - 0 views
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Questions
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Sample Responses Q1Sample Responses Q2Sample Responses Q3
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2008: Free-Response Questions
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Jim's viewable streams of thought - 2 views
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What I’m really coming to grips with is how much the students might not be actually understanding when I communicate orally. How much of this information is not remembered?
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It’s not about being the “sage” but about being in a room full of people and interacting on issues I love.
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I LOVE how you put this Jim!! For me my room is here with you and the others in our class, and i feel the exact same way. My fondest wish for all of you is that you get to experience your love of teaching- - that same feeling of love and satisfaction you get f2f -- in an online teaching and learning environment too.
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jim: breathe.... i am so sorry. i know how very frustrating this can be.... just a week ago i lost one of my blog posts ... i was crushed and frantic after spending a whole day writing the post... if you follow me on twitter you may have seen my frantic panic expressed in my appeals for help to the the twitterverse for assistance/suggestions on how to recover the post ... i just spent so much time on it....and i have no idea how i deleted it. I am not sure if this will help, but unbelievable after doing all kinds of things to try to recover my post, i actually found it by hitting the back button on my browser. I am on a mac and using firefox, so i don't know if it would work in other browsers or on a PC. there may also be other factors. I never shut down my computer and i use millions of tabs. I think my copy was still in the cache of the computer on the tab that i had used to create the post... anyway. i hope you are ok now. and i look forward to this post. me
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How do I prove this? Just take a look at the course I’ve built and there is evidence of learning.