toward_a_theory_of online learning - 0 views
Differences in online teaching - 0 views
Pedagogy - Otis College of Art and Design - 0 views
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In higher education, student-centered instructional strategies are challenging the traditional lecture model. Instead of the “sage on the stage” delivering information (one-way model), institutions are promoting learning models where students collaboratively solve problems and reflect on their experiences (two-way/exchange model).
Trusting our Deeper Knowing by Parker J. Palmer.pdf (application/pdf Object) - 0 views
CLALN01.pdf (application/pdf Object) - 0 views
CLChapter.pdf (application/pdf Object) - 0 views
Review of Weimer, Learning-Centered Teaching - 0 views
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Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimer’s suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test.
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. The function of content in a learner-centered course changes from covering content to using content
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describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
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CIIA: Teaching and Learning Resources - Assessment and Outcomes - 0 views
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Engage students in active learning experiences Set high, meaningful expectations Provide, receive, and use regular, timely, and specific feedback Become aware of values, beliefs, preconceptions; unlearn if necessary Recognize and stretch student styles and developmental levels Seek and present real-world applications Understand and value criteria and methods for student assessment Create opportunities for student-faculty interactions Create opportunities for student-student interactions Promote student involvement through engaged time and quality effort
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jp_aragon.pdf (application/pdf Object) - 0 views
Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views
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Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
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Social presence is the pathway whereby cognitive presence is developed.
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As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
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Making the right choices 2 - 0 views
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some thought to how you will
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Effective assessment in a digital age - 0 views
Facilitating management learning developing critical reflection through reflective tools. - 0 views
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The aim of this article is to explore how the practice of critical reflection within a management learning process can be facilitated through the application of reflective processes and tools. A distinction is drawn between reflection as a form of individual development (of, say, the reflective practitioner), and critical reflection as a route to collective action and a component of organizational learning and change.
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