John Dewey's Theories of Education - 0 views
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Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
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“The actual interests of the child must be discovered if the significance and worth of his life is to be taken into account and full development achieved. Each subject must fulfill present needs of growing children . . . The business of education is not, for the presumable usefulness of his future, to rob the child of the intrinsic joy of childhood involved in living each single day,”
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The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, water comes from the faucet.
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Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views
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This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
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This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
Evolution of an e-Learning Developers Guide by Mike Dickinson : Learning Solutions Maga... - 0 views
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"Soon after we were underway, I felt we needed an e-Learning developer's guide to preserve some of the decisions we were making. The guide would also serve as a job aid for our inexperienced team members, and perhaps would be a central repository for solutions to authoring challenges as we encountered them. ... This story is as much about the development of a new e-Learning shop as it is about the guide itself, since the guide merely documents the decisions or intentions we adopted."
EducationUSA - Financial Aid Updates - 0 views
School Engagement: Potential of the Concept, State of the Evidence - 0 views
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"The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think-research that could aid in the development of finely tuned interventions "
An evaluation of selected pedagogical attributes of online discussion boards - 0 views
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Paper lists learner centricity, asynchronous interaction, communication effectiveness and assessment facilitation as the major pedagogical attributes of online discussion boards. Also discusses the strategy of applying data mining techniques to aid assessment of discussion board transcripts. Text mining as an extension of data mining algorithm could be used effectively to assess discussion board transcripts with the goal of eliminating subjectivity in the assessment of discussion board contributions.
Guns Germs, & Steel: Home - 0 views
AJET 27(1) Tee and Lee (2011) - From socialisation to internalisation: Cultivating tech... - 0 views
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is needed is an approach that helps teachers learn how to choose, apply, evaluate and further develop different configurations of tools and artifacts - digital and otherwise - depending on their practice, their learners, the contexts they are in, and the nature of the subject they teach. If this sounds like teaching our teachers how to fish, it is. They should not be given a prescribed technology or the proverbial fish; instead, they must learn how to fish, or specifically to think through, critically choose or design and configure, learn and apply technologies that will best meet the teaching and learning needs that exist within their context. If this can be done, teachers can go beyond thinking of themselves as merely being passive consumers of technological tools and begin thinking of themselves as being designers or purposeful users of technology specifically to aid students' learning.
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Koehler and Mishra (2007) explained that good teaching with technology for a given content is complex and multidimensional. It requires a nuanced understanding of how a combination of certain technologies and pedagogical technique can make learning of a particular content area more meaningful.
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Key design considerations for creating activities and conditions tofacilitate socialisation, externalisation, combination and internalisation
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JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views
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There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
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A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
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ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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Hedy's reflective blog | Online course blog - 0 views
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I feel like I have already learned a great deal.
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what did you learn?
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To start with many new Web 2.0 tools, that pre-occupied me for a major part of the first week of class. No doubt I struggled with setting up the blog, learning diigo, voicethread, etc. But throughout the frustration, I really enjoyed learning how to use these new tools and very happy to now have them in my elearning toolset! It is very exciting to see all of the great interactive tools available on the web to aid with online teaching an learning!
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http://ualbany.mrooms.net/file.php/242/readings/v8n3_pelz.pdf http://www.criticalthinking.org/pages/the-role-of-questions-in-teaching-thinking-and-learning/524
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Maree’s post.
Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views
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could actually widen the learning ga
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“give everyone access to the world-class education that has so far been available only to a select few
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Powered by WordPress.com VIP
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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issues of pedagogy, dialogue, and interaction
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guide the coding of transcripts.
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Open Courses, Nearly Free - NYTimes.com - 0 views
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Mr. Reshef sees his project as a way to use the Internet to bring higher education to poor students around the world.
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The university is not accredited, and it offers programs only in business administration and computer science. But in June, it got two votes of confidence: New York University announced a partnership under which unusually promising but needy University of the People students might be able to enroll at N.Y.U.’s Abu Dhabi campus and receive financial aid, and Hewlett-Packard announced an internship program, saying it believed strongly “in the work UoPeople is doing to democratize higher education.”
Illinois Online Network: Instructional Resources : Pointers and Clickers : Facilitating... - 1 views
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Make the chunks or pieces of information small enough to appeal to and be processed by those who have only 15 to 30 minutes a day to log in. These small pieces of information can quickly be processed by the student who can then return later to finish other assignments. There can be more than one chunk of information per unit or module, but the unit itself should be broke into manageable chunks.
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An online syllabus should also contain information relating to the length of time a given assignment is anticipated to take for the average student.
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With an engaging course in which many students are active participants, the number of messages posted within any course discussion forum can quickly grow. When such a case presents itself, it is a good idea to give specific minimum (and maximum if necessary) requirements concerning the number of posts each student is required to submit. For example, in an ice-breaking activity, you could require each student to post responses to 2 other student posts chosen by selecting the student above and below that student in a listing of students sorted by some criteria such as alphabetically by login. When minimum requirements and other guidelines are given, students know how much work is expected of them for the assignment, ensuring that they will allocate enough time to do an adequate job and enabling them able to prioritize their time. Even an active student can have a busy week in which he/she must schedule time to properly meet this minimum requirement.
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Progressivism & America's Rise to World Power - 0 views
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With input from the “muckrakers”—journalists such as Ida Tarbell, Lincoln Steffens and others—and under the leadership of Theodore Roosevelt and many other political and business leaders, the nation began to clean up its act.
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Progressive Era Documents
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elearn Magazine: 10 Things I've Learned About Teaching Online - 0 views
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I want them to know I'm there if they need help
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with me asking the students to introduce themselves, and I always begin by posting my own introduction and a photo first.
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conscientiously respond to each introduction individually
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