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Women's Ways of Knowing Project - 0 views

www.webster.edu/...wwok.html knowing module 4 learning
shared by Diane Gusa on 07 Jul 11 - Cached
  • Connected knowers believe that truth is "personal, particular, and grounded in firsthand experience" (Belenky, Clinchy, Goldberger, and Tarule, 1997, p. 113). They attempt to find truth through listening, empathizing, and taking impersonal stances to information, whereas separate knowers completely exclude their feelings from making meaning and strictly rely on reason. The last way of knowing that Belenky, Clinchy, Goldberger and Tarule define is constructed knowledge, where one integrates their own opinions and sense of self with reason and the outside world around them.
  • Mary Field Belenky "works with a variety of educational and community organizations interested in supporting marginalized people to develop a voice, claim the powers of mind, and have a greater say in the way their families and communities are being run" (Instructor Bio, n.d.
  • Nancy Rule Goldberger researches "diversity in ways of knowing, exploring how culture, social power differentials, and the bicultural experience in the U.S. affect individual strategies for knowing (p. xxiii).
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Information maps - 0 views

ualbany.mrooms.net/...discuss.php ETAP640amp2011 teach information map lecture
shared by Diane Gusa on 23 Jun 11 - No Cached
  • In doing a little research, I came across a book by Terry Anderson called, "Theory and Practice in Online Learning." He has some suggestions for giving students an outline, or what he calls an information map, at the beginning of a lesson or module. He talks about the importance of how content is presented initially, and how that affects memory.
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Metacognitive Skills - 0 views

education.calumet.purdue.edu/...edpsy7_meta.htm meta-cognition learning process
shared by Diane Gusa on 27 Jun 11 - No Cached
  • Metacognition refers to learners' automatic awareness of their own knowledge and t
  • Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.2
  • Metamemory
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  • Metacomprehension. T
  • Self-Regulation.
  • They focus their attention on what it is that they or someone else does that is metacognitively useful. T
  • Learners with good metacognitive skills are able to monitor and direct their own learning processes.
  • They establish a motivation to learn a metacognitive process.
  • metacognition often has important affective or personality component
  • Students typically learn metacognitive skills while they are involved in learning something else
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THE ROLE OF COMMITMENT TO PEDAGOGICAL QUALITY: THE ADOPTION OF INSTRUCTIONAL TECHNOLOGY... - 0 views

eric.ed.gov/ED504055.pdf
shared by Kristen Della on 03 Jul 11 - No Cached
  • Kristen Della on 03 Jul 11
     
    This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ and faculty adoption of instructional technology independently. Intrinsic and extrinsic motives, and teaching in health-related courses also predict adoption
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Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views

www.irrodl.org/...1954 distance learning motivation
shared by efleonhardt on 04 Jun 14 - No Cached
  • Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
  • suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
  • Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
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  • all humans have an intrinsic need to be self-determining or autonomous
  • as well as to feel competent
  • connected
  • SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
  • a perception that what they do will not affect the outcome
  • an attribution of low value to the task being undertaken
  • the tendency to focus only on intrinsic motivation
  • It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
  • Case study one was situated within a compulsory integrated science and technology course
  • Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
  • suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
  • suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
  • associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
  • these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
  • practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
  • he relevance and value of the task
  • need to be clearly identified and linked to learning objectives to help
  • By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
  • ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
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Student Motivation - 0 views

serc.carleton.edu/...motivation.html Student Motivation
shared by sschwartz03 on 29 May 11 - Cached
  • Nicole Arduini-Van Hoose on 29 May 11
     
    Article on motivating college students via Carleton College.
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Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Hig... - 0 views

files.eric.ed.gov/...EJ998799.pdf Educators Prepared Online StudentsWithDisabilities Benefit
shared by Jessica M on 03 Jun 14 - No Cached
  • Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
    • Jessica M
      Jessica M on 03 Jun 14
       
      Online instruction is research proven to help benefit special education students
  • positively affect attitudes, knowledge
  • lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
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  • outcomes, and perceptions of educating students with disabilities in general education (Carroll, 2003; Cook, 2002; Kirk, 1998; Powers, 1992).
  • For example teacher educators identify time constraints as one of the biggest barriers in providing an effective overall class on how to educate students with disabilities in the general education classroom
  • ill-equipped
  • Assistive Technology Outcomes and BenefitsFocused Issue: The Role of Higher Education in Preparing Education Professionals to Use AT
  • Jessica M on 03 Jun 14
     
    Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
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Self-regulation and teacher-student relationships. - Free Online Library - 1 views

www.thefreelibrary.com/ent+relationships.-a0142636385 self-regulation education student
shared by Melissa Pietricola on 31 May 10 - Cached
  • sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning  n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural.  for effective teaching. This review is designed
  • elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
  • he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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  • The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
  • since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
  • something transformative in the teacher-student relationship is needed.
  • ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
  • he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art.  achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
  • he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
  • Melissa Pietricola on 31 May 10
     
    Students that are able form good relationships with educators are more likely to self-regulate, and therefore find success in the classroom and life.
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IEEE Xplore Abstract - Empirical Study on the Effect of Achievement Badges in TRAKLA2 O... - 1 views

ieeexplore.ieee.org/...login.jsp module 4 assignment online education teaching gamification badges
shared by katespina on 23 Jul 14 - No Cached
lkryder liked it
  • Our results show that achievement badges can be used to affect the behavior of students even when the badges have no impact on the grading.
  • We also found that students in the two studied courses responded differently to the badges.
  • Based on our findings, achievement badges seem like a promising method to motivate students and to encourage desired study practices.
  • katespina on 23 Jul 14
     
    this study shows that badges can impact student achievement even with no direct correlation to their grading.
  • lkryder on 17 Aug 14
     
    This is a great resource - thank you. I will be adding to my own library for future use.
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5 Visual Design Strategies that Promote Student Retention - 2 views

facultyecommons.org/that-promote-student-retention design multimedia visuals
shared by lkryder on 03 Jul 14 - No Cached
  • everal aspects of course design can affect retention; however, one of the most overlooked is visual design. Looks matter. In fact, in e-Learning and the Science of Instruction, Richard Mayer and Ruth Clark have reported an average learning increase of 89% in courses that added relevant visuals to text. With this in mind, consider the five design strategies listed below that can help capture students’ eyes and interest throughout your course.
  • Every visual should serve a specific purpose and align with your objectives.
  • Graphics should act as street signs that compliment content and guide students in the right direction, so keep your graphical layout sleek and minimal.
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  • Make media memorable by ensuring that it clarifies, extends, or reinforces concepts.
  • lkryder on 03 Jul 14
     
    design ideas for visuals and multimedia
  • lkryder on 03 Jul 14
     
    design ideas for visuals and multimedia
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eCoaching Tip 51: A Garden of Three Presences - Social Presence, Teaching Presence and ... - 1 views

www.designingforlearning.info/...tip51.html teaching presence social presence cognitive presence
shared by Alicia Fernandez on 06 Jul 11 - No Cached
  • 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)
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  • Faculty sets high expectations for student inquiry and expectations Faculty examine student responses and probes, challenges, questions encouraging thought and analysis of ideas and content Learners participate thoughtfully in the discussions, responding to content and thoughts and questions from other learners so that a sustained communication occurs. Faculty and students strive to ensure that project outcomes are long-lasting and meaningful.
  • Cognitive presence requires a focus on meaning and not on covering conte
  • Alicia Fernandez on 06 Aug 14
     
    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.
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How People Learn - 3 views

www.nap.edu/openbook.php
shared by mikezelensky on 01 Jul 14 - No Cached
  • mikezelensky on 01 Jul 14
     
    Full book, available as a free download or online viewing.
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