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alexandra m. pickett

Learning... - 0 views

annechapelle.edublogs.org

shared by alexandra m. pickett on 21 Jul 09 - Cached
  • . I  have to get away from thinking that LIB 105 is “just a one credit requirement that no one wants to take.” Instead, as Alex suggested some time ago, I need to make it alive and engaging and what I really want it to be.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      Bravo Anne!! share your passion! think about stuff from their perspective and what would make your content relevant, applicable to their real lives. how will you know if you are doing it right? will they tell their friends about it? will they continue to do it/use it after the course? would they spend their own money to do it/use it?
  • to answer the question of who I am as an educator and a learner, I am both simultaneously
  • I think what I learned in this module is that my class will only be as engaging as I make i
  • ...2 more annotations...
  • As interesting as this article was, I would have like to have read it prior to reading the Shea, et al. article which used Garrison’s material. I think that it would have been more relavent then.
  • The cool thing is that they seemed like second nature after reading the manual, listening to the model course instructors and most importantly paying close attention to how Alex has constucted, guided and facilitated our course. I learn best by example and this has been an extraordinary model for me to follow.
Diane Gusa

Users of the world, unite! The challenges and opportunities of Social Media - 0 views

iranmanagers.net/...Users-of-the-world-unite.pdf

presence media richness social online web2.0

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Diane Gusa on 07 Jun 11
     
    this article intends to provide some clarification on social media. We begin by describing the concept of Social Media, and discuss how it differs from related concepts such as Web 2.0 and User Generated Content. Based on this definition, we then provide a classification of Social Media which groups applications currently subsumed under the generalized term into more specific categories by characteristic: collaborative projects, blogs, content communities, social networking sites, virtual game worlds, and virtual social worlds. Finally, we present 10 pieces of advice for companies which decide to utilize Social Media.
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

module 2 21stcenturylearning e-learning WEB2.0 education learning_environments

shared by Diane Gusa on 16 Jun 11 - Cached
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
      Diane Gusa on 16 Jun 11
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
JJ Wagner

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

rhazen.edublogs.org/...wikis_in_schools_futurelab.pdf

wikis high school

shared by JJ Wagner on 19 Jun 11 - No Cached
  • JJ Wagner on 19 Jun 11
     
    a study using wikis in a high school course
Michael Lucatorto

Social Aspects of Collaborative Learning in Virtual Learning Environments - 0 views

comma.doc.ic.ac.uk/...19.htm

social aspects collaborative learning

shared by Michael Lucatorto on 31 Jul 11 - Cached
  • Collaborative work and also learning is integrated in the daily working process but collaborative e-learning is a concept of which only few have heard off. However, collaborative work is one of the main strengths of the networked economy. Working with people, one has never met, forming dynamical teams over continents in order to solve problems, are common in many globalised or networked companies as well as in multinational project teams. The challenge for collaborative e-learning platforms is to design solutions for distributed networked learning and working teams by providing on the one hand solutions to share learning content and to interactively work on it. On the other hand the concept of collaborative learning also focuses on social aspects of learning which are less implemented in current systems. Not only theoretical models and research work but also the increasing importance of virtual learning communities show that future applications should and will take into account these collaborative and social aspects and enable especially small groups to learn and work together efficiently via computer networks.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
  • ...10 more annotations...
  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
ian august

Online Community of Learners - 1 views

www.sonoma.edu/...onlinecommunity.html

module 4 assignment

shared by ian august on 09 Jul 11 - Cached
  • have the students introduce themselves by their "medieval vocational personality."
  • Diane Gusa on 09 Jul 11
     
    What medieval vocational personality are you? I am a Dreamer-Minstrel: You can always see the "Silver Lining" to every dark and dreary cloud. Look at the bright side is your motto and understanding why everything happens for the best is your goal. You are the positive optimist of the world who provides the hope for all humankind. There is nothing so terrible that you can not find some good within it. On the positive side, you are spontaneous, charismatic, idealistic and empathic. On the negative side, you may be a sentimental dreamer who is emotionally (academically?)impractical. Interestingly, your preference is just as applicable in today's corporate kingdoms.
  • Nicole Arduini-Van Hoose on 13 Jul 11
     
    According to the test I am also a Dreamer-Minstrel. Interesting task. As part of my courses I have students take real personality tests and we do some group activities with them. Where the topic falls in the sequence of the course is always toward the end, I've thought about making it early in the course because they really get to know themselves and eachother during the group activities, but I haven't done it because I've always felt that they needed more of a foundation to really understand the use of the test (measurement, validity/reliability, standardization, etc.)
Diane Gusa

Why I do what I do | JJ Wagner - 0 views

jaytiger8.edublogs.org/...why-i-do-what-i-do

shared by Diane Gusa on 02 Jul 11 - No Cached
  • I didn’t like English
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
  • discussion online.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
Diane Gusa

Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry

Inquiry learning performance db

shared by Diane Gusa on 08 Jul 11 - No Cached
  • Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
  • a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
  • “deliberate practice,
  • ...2 more annotations...
  • These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
  • ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
Kristen Della

iRubric: Home of free rubric tools: RCampus.com - 0 views

www.rcampus.com/rubricshellc.cfm

module 4 assignment rubrics Free

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    iRubric is a comprehensive rubric development, assessment, and sharing tool. Designed from the ground up, iRubric supports a variety of applications in an easy-to-use package. Best of all, iRubric is free to individual faculty and students. iRubric School-Edition empowers schools with an easy-to-use system for monitoring student learning outcomes and aligning with standards.
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