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Anne de la Chapelle

Homepage | APA Style - 0 views

apastyle.org

apa citation bibliography sources

shared by Anne de la Chapelle on 06 Jun 09 - Cached
  • Anne de la Chapelle on 06 Jun 09
     
    This site is devoted to APA Style and includes free style tips as well as links to online purchasing of the APA Publication Manual, Style Guides, and APA Style-Helper software.
b malczyk

APA 6.0 - 2 views

www.sworps.tennessee.edu/...player.html

Module 4 assignment apa

shared by b malczyk on 20 Jul 12 - No Cached
    • b malczyk
      b malczyk on 20 Jul 12
       
      In text citations and referencing were a major challenge for many of my students last semester. This interactive tool explains the basics of APA. I would have my students go through this activity to help them improve their use of references and citations improving the quality of their posts.
    • b malczyk
      b malczyk on 20 Jul 12
       
      In text citations and referencing were a major challenge for many of my students last semester. This interactive tool explains the basics of APA. I would have my students go through this activity to help them improve their use of references and citations improving the quality of their posts.
  • Lisa Martin on 20 Jul 12
     
    I LOVE this! I wish I knew about this sooner! I also love the presentation tool! Thanks Ben!
  • Erin Fontaine on 24 Jul 12
     
    This is really great, I could have used this all along. Not something I will need for my Spanish class (at this moment) but can't wait to link it to my friends who are English teachers.
Francia Reed

American psychological Association (APA) (1997). Learner-centered psychological prinici... - 0 views

www.apa.org/...learner-centered.pdf

shared by Francia Reed on 26 May 11 - No Cached
  • Francia Reed on 26 May 11
     
    American psychological Association (APA) (1997). Learner-centered psychological priniciples: A framework for school reform and redesign. Retrieved from online at: http://www.apa.org/ed/governance/bea/learner-centered.pdf
  • alexandra m. pickett on 26 May 11
     
    nicely done! francia!
Catherine Strattner

Son of Citation Machine - 0 views

citationmachine.net/index2.php

citation reference research apa writing tools

shared by Catherine Strattner on 19 Jul 12 - Cached
  • Citation machine helps students and professional researchers to properly credit the information that they use. Its primary goal is to make it so easy for student researchers to cite their information sources, that there is virtually no reason not to -- because... SOMEDAY THE INFORMATION THAT SOMEONE ELSE WANTS TO USE... WILL BE YOURS!
  • Catherine Strattner on 19 Jul 12
     
    I LOVE Son of Citation Machine!
Maria Guadron

Resilience Guide for Parents & Teachers - 0 views

www.apa.org/...resilience.aspx

Resilience

shared by Maria Guadron on 08 Jun 12 - Cached
  • Building resilience -- the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress -- can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won't experience difficulty or distress. Emotional pain and sadness are common when we have suffered major trauma or personal loss, or even when we hear of someone else's loss or trauma.
  • Maria Guadron on 08 Jun 12
     
    Building emotional resilience can help students deal with stress and difficulty.
Melissa Pietricola

Mini-multitaskers: For young people, a tendency to multitask may impoverish learning, p... - 0 views

www.apa.org/...multitaskers.aspx

multitaskers

shared by Melissa Pietricola on 09 Aug 10 - Cached
  • 81 percent of young people report "media multitasking" at least some of the time.
  • esearch suggests that it slows children's productivity, changes the way they learn and may even render social relationships more superficial
  • People who multitask actually take longer to get things done.
  • ...6 more annotations...
  • Plus switching itself takes a toll: As you're switching, says Meyer, you're not concentrating on either task. And you need a mental warm-up to resume the suspended task.
  • In particular, people with divided attention may not deeply integrate new information and may have trouble applying it later as a resul
  • "The entire culture is starting to look like what you see in attention deficit disorder, where there's a difficulty in focusing and distractibility,"
  • working short times on many different things at one time."
  • igital media play an important role in the social development of the 800 young people she and her team interviewed. T
  • e could lose qualities like empathy that are probably stimulated by face-to-face interaction."
  • Melissa Pietricola on 09 Aug 10
     
    multi-tasking leads to superficiality of relationships and learning
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
Diane Gusa

Choose your "buddy icon" carefully: The influence of avatar a ndrogyny, anthropomorphis... - 1 views

psycnet.apa.org/?&fa=main.doiLanding&uid=2008-05428-012

avatar social presence module 4 db

shared by Diane Gusa on 12 Jul 11 - No Cached
  • ndrogyny, anthropomorphism and credibility in online interactions.
  • In both online and offline interactions, the visual representation of people influences how others perceive them. In contrast to the offline body, an online visual representation of a person is consciously chosen and not stable
  • Results show that the characteristics of the avatar are used in the person perception process
Teresa Dobler

Multitasking: Switching costs - 0 views

www.apa.org/...multitask.aspx

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • takes a toll on productivity
  • tries to perform two tasks simultaneously, switch . from one task to another, or perform two or more tasks in rapid succession
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      There are different "varieties" of multitasking. I have read elsewhere that you can't actually do two things at once, so when you are multitasking, you are, by definition, switching rapidly between two competing tasks. But the question still remains, is it bad to be consistently switching between two tasks?
  • switch cost -- one attributable to the time taken to adjust the mental control settings (which can be done in advance it there is time), and another part due to competition due to carry-over of the control settings from the previous trial (apparently immune to preparation).
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Research found that you are less productive when switching between tasks.
  • ...3 more annotations...
  • As tasks got more complex, participants lost more time
  • often the need to remember where you got to in the task to which you are returning and to decide which task to change to
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Another reason why switching is harder: you have to remember details about the other task, otherwise you have to rethink about them when you switch back, which takes up time.
  • relatively small, sometimes just a few tenths of a second per switch, th
Teresa Dobler

The Myth Of Multitasking : NPR - 0 views

www.npr.org/...the-myth-of-multitasking

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • today's nonstop multitasking actually wastes more time than it saves
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Today, there is so many stimuli competing for our constant attention that we are unable to resist multitasking. For example, I typically have my phone beside me and will glance at it when it vibrates or lights up, which takes me away from whatever I am doing, be it a conversation with a friend or working on graduate school work. According to https://www.apa.org/research/action/multitask.aspx I am losing time with every switch.
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