Learning-Centered Syllabi Workshop
Learning-Centered Syllabi - 0 views
-
-
Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
-
students and their ability to learn are at the center of what we do
- ...22 more annotations...
Education, OpenStudy, Facebook: Start-up Idea - Planning - 0 views
-
OpenStudy is a platform for “massively multiplayer study groups”, allowing students from around the world to become study buddies.
-
addition to rewarding users with medals and achievements for answering a question quickly or answering more than 10 questions, users can also “fan” people they’d like to follow, giving them another incentive to engage and contribute
-
We want OpenStudy profiles to become like LinkedIn for education. We want our students to become heroes to their peers,” a company spokesperson says
Equity Theory - Motivation at a Glance: An ISchool Collaborative - 0 views
-
he presence of inequity will motivate Person to achieve equity or reduce inequity, and the strength of motivation to do so will vary directly with the amount of inequity."
Motivation - Emerging Perspectives on Learning, Teaching and Technology - 0 views
-
Setting up rigid and realistic goals based on the learner's competence, therefore, is more effective than setting easy goals.
-
Performance goal: I want to avoid mistakes so I can get a good grade.
-
Mastery goal: Understanding the class materials is more important than earning a high grade, and that's why I work hard to learn. My performance is better than it was at the beginning of the semester.
- ...6 more annotations...
ISTE Standards Essential Conditions - 0 views
-
oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital age learning and work Student-Centered Learning Planning, teaching, and assessment centered around the needs and abilities of students Assessment and Evaluation Continuous assessment of teaching, learning, and leadership, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards
-
Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
-
Shared Vision
eCoaching Tip 51: A Garden of Three Presences - Social Presence, Teaching Presence and ... - 1 views
-
Social presence is the ability to project oneself socially and affectively in a virtual environment. You achieve social presence by being a real -- three-dimensional -- person to your students. Another way of saying this is that you let yourself be known as a person with a life in addition to your role as a teacher/mentor.
-
teaching presence is the work of teaching both before and during the course. It includes the designing and developing the course and in directing and supporting the learners during the course delivery. Teaching presence is manifested in the course materials -- in the syllabus, assignments, choice of readings and discussions. Teaching presence is also manifested in everything the faculty member does to guide, support and shape the learners' experiences. Effective teaching presence sets clear expectations and supportive guidance.
-
Cognitive Presence is the extent to which a group of learners are able to 'construct meaning through sustained communication.' (Garrison, 2006)
- ...2 more annotations...
-
Of all the best practices for online teaching, the most important practice is "being there." Being there is the core of presence, letting your students know that you are there to direct, to guide, to listen and to share your expertise with your learners. This tip takes you on a guide through a Garden of Three Presences for Online Teaching and Learning - Social Presence, Teaching Presence and Cognitive Presence (Garrison, 2006b). This tip defines the three types of presence and then lists tools and behaviors - for both faculty and students -that support these three types of presence.
Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views
-
One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
-
Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
-
Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
- ...2 more annotations...
Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
-
Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%, and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
-
learners in employment bring a different set of needs, strategies and motivations to the learning process.
-
frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
- ...27 more annotations...
-
Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
-
The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
-
Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
« First
‹ Previous
121 - 132 of 132
Showing 20▼ items per page