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kasey8876

Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 1 views

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    A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts.
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    Formal and informal learning, personal learning environments and social media
kevin volo

Module 4 assignment - Color and Emotions - 6 views

  • This site discusses the effects of color on emotions and how we link colors to emotions.  For example red is often linked to anger while green creates a calming effect because of it resemblence to nature.  This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases.  Also, how certain colors in food make you want to eat more , etc.  Within each page are articles that cover the different principles and theorys.  Overall this site is well organized and easy to follow while containing a great deal of information.
    • kevin volo
       
      Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
    • alexandra m. pickett
       
      kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
    • kevin volo
       
      It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
    • alexandra m. pickett
       
      ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
    • kevin volo
       
      Fixed the tag issue.
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    Used as a good color theory and emotion reference.
Irene Watts-Politza

Increasing Access to Higher Education: A study of the diffusion of online teaching amon... - 0 views

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    This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. Four variables are significantly associated with faculty satisfaction and adoption or continuation of online teaching - levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.
Catherine Strattner

v8n3_pelz.pdf (application/pdf Object) - 0 views

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    Principles: 1-Students do most of the work 2- interactivity is the heart and soul of effective asynchronous learning 3-Strive for presence
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    online pedagogy
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    Bill Pelz, winner of 2003 Sloan-C Exellence in Online Teaching Award
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    "the learner is, for the most part, in charge of what gets learned."
alexandra m. pickett

The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views

  • “You are interacting with one single individual at all times.  There is no ‘class’ …”
    • Lisa Martin
       
      Thinking about this really helped me redesign my course profile :-)
  • “Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
    • Lisa Martin
       
      Great advice! I have a hard time sometimes with this, because there's part of me that also wants to design it for someone who not only hasn't taken an online course, but perhaps isn't very tech savvy :-)
  • I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
    • Lisa Martin
       
      I need to find balance myself. I think the only reason the way I'm doing things right now is ok is because I live alone. I will eventually have a family, and I want to be an online instructor...I will certainly need to figure this out!
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  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
    • alexandra m. pickett
       
      e u r e k a ! ! !
  • The resulting ah ha moments became the core of my entry …
  • One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
    • Lisa Martin
       
      great idea!
    • Maria Guadron
       
      AWESOME idea! Love it.
  • How am I simultaneously learning how to be an online student and instructor?
    • Lisa Martin
       
      Great way to think about it
  • Something that has been proven to work is frequent, immediate instructor feedback.
    • Lisa Martin
       
      This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
  • Aug 04 2012
  • Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
  • I am technology-proficient.
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  •   I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
  • discussion is the heart of online learning. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • blog posts are personalized records of learning, thinking, and being. 
  • It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
  • Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
  • we can not help but to teach when we learn and to learn when we teach.
  • “As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
  • I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
  • It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
  • (Think Twitter, Irene!) 
  • complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
  • I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
    • alexandra m. pickett
       
      hi irene!
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    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
Irene Watts-Politza

About Diigo | Diigo - 0 views

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    The many uses of Diigo
Anneke Chodan

Students' Distress with Distance Education - Noriko Hara and Rob Kling (Center for Soci... - 0 views

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    Many advocates of computer-mediated distance education emphasize its positive aspects and understate the kinds of communicative and technical capabilities and work required by students and faculty.
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    Small study of the frustrations faced by students who were new to distance learning.
Irene Watts-Politza

Sullivan's Interpersonal Theory - 0 views

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    Developmental theory
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    Overview of Harry Stack Sullivan's Interpersonal theory
ian august

Social Media - Nextgov - 0 views

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    technology and the business of governement
alexandra m. pickett

Rocking the Doldrums: Countdown to My First Online Class - 1 views

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    "Darrington, Anjanette. "Six Lessons in e-Learning: Strategies and Support for Teachers New to Online Environments.""
Mike Fortune

Cowboy Songs and Singers: Of Lifeways and Legends - 3 views

    • alexandra m. pickett
       
      mike: when you add a sticky, you need to post it to the group, otherwise it is a private annotation.
    • Mike Fortune
       
      Okay here I go!
    • Mike Fortune
       
      Students will be learning from this resource in my third module.
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    Wow! This will be a great activity for my course! It takes students way back to a part of the Grateful dead's music influences that doesn't get much credit- at least in New York State!
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    My annotations, highlights and stick notes for this resource can be found on MY Library on Diigo. For some reason, all my annotations are not showing up here on our group page. Anyone know why?
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