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efleonhardt

Flow Theory | Education.com - 0 views

  • ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
  • when individuals find the activities challenging
  • o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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  • One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
  • Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
  • have the skills to accomplish them
  • not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
  • eachers must provide optimal challenge and support for competence (or skill)
  • (a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
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    talks about the relationship between flow and the zone of proximal development
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    This article has a good definition of flow and explains how it can be applied in your classroom
Irene Watts-Politza

Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views

  • 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.
    • Irene Watts-Politza
       
      Go, Dr. Pickett!
  • issues of pedagogy, dialogue, and interaction
  • guide the coding of transcripts.
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  • Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
  • Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
  • Shea, Pickett, & Pelz , 2004
  • Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
  • students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
  • Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
  • Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
  • Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
  • Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
  • Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
    • Irene Watts-Politza
       
      Agreed.
  • Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
  • The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
  • the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
  • something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
  • Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
  • we suggest that students’ perceived learning in course forums has a significant impact on their participation
  • the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
  • (Anderson et al., 2001).
  • Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
  • Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591  subscribers Select Language​▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
  • One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
  • encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
ian august

Can YouTube enhance student nurse learning? - 0 views

  • is
  • Constraints
  • Constraint
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  • students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
  • Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
  • Today's students are experienced in digital interaction from an increasingly early age
  • The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
  • already being used as both an informal and formal learning tool by many
  • it can be accessed anywhere at any time.
  • students can engage with their learning at a time and place to suit them.
  • YouTube as a tool in the classroom can lead to increased engagement in several key ways.
  • keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
  • visual methods of delivery is an established method of keeping material ‘memorable’
  • Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
  • ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
  • YouTube opens the door to find alternative representations of anything you might want to say
  • Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
  • Therefore the role of the lecturer is to stimulate discussion
  • They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
  • Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
  • YouTube is a resource of user-generated content with no quality regulation
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    benefits of using youtube to learn, and some constraints
Diana Cary

file://H:\UIS%20Stuff\Blackboard\LIS%20301%20Fall%2003%20Mary\h - Article - 7 Principle... - 0 views

  • Good Practice Encourages Student-Faculty Contact
  • Good Practice Encourages Cooperation among Students
  • Good Practice Encourages Active Learning
  • ...4 more annotations...
  • Good Practice Gives Prompt Feedback
  • Good Practice Emphasizes Time on Task
  • Good Practice Communicates High Expectations
  • Good Practice Respects Diverse Talents and Ways of Learning
Maria Guadron

Definition of Social Work | IFSW - 0 views

  • Send me updates var fnames = new Array();var ftypes = new Array();fnames[0]='EMAIL';ftypes[0]='email'; try { var jqueryLoaded=jQuery; jqueryLoaded=true; } catch(err) { var jqueryLoaded=false; } var head= document.getElementsByTagName('head')[0]; if (!jqueryLoaded) { var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://ajax.googleapis.com/ajax/libs/jquery/1.4.4/jquery.min.js'; head.appendChild(script); if (script.readyState && script.onload!==null){ script.onreadystatechange= function () { if (this.readyState == 'complete') mce_preload_check(); } } } var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://downloads.mailchimp.com/js/jquery.form-n-validate.js'; head.appendChild(script); var err_style = ''; try{ err_style = mc_custom_error_style; } catch(e){ err_style = '#mc_embed_signup input.mce_inline_error{border-color:#6B0505;} #mc_embed_signup div.mce_inline_error{margin: 0 0 1em 0; padding: 5px 10px; background-color:#6B0505; font-weight: bold; z-index: 1; color:#fff;}'; } var head= document.getElementsByTagName('head')[0]; var style= document.createElement('style'); style.type= 'text/css'; if (style.styleSheet) { style.styleSheet.cssText = err_style; } else { style.appendChild(document.createTextNode(err_style)); } head.appendChild(style); setTimeout('mce_preload_check();', 250); var mce_preload_checks = 0; function mce_preload_check(){ if (mce_preload_checks>40) return; mce_preload_checks++; try { var jqueryLoaded=jQuery; } catch(err) { setTimeout('mce_preload_check();', 250); return; } try { var validatorLoaded=jQuery("#fake-form").validate({}); } catch(err) { setTimeout('mce_preload_check();', 250); return; } mce_init_form(); } function mce_init_form(){ jQuery(document).ready( function($) { var options = { errorClass: 'mce_inline_error', errorElement: 'div', onkeyup: function(){}, onfocusout:function(){}, onblur:function(){} }; var mce_validator = $("#mc-embedded-subscribe-form").validate(options); $("#mc-embedded-subscribe-form").unbind('submit');//remove the validator so we can get into beforeSubmit on the ajaxform, which then calls the validator options = { url: 'http://ifsw.us4.list-manage2.com/subscribe/post-json?u=2ba1006fc5fe4f46217ba1378&id=f1659bc18d&c=?', type: 'GET', dataType: 'json', contentType: "application/json; charset=utf-8", beforeSubmit: function(){ $('#mce_tmp_error_msg').remove(); $('.datefield','#mc_embed_signup').each( function(){ var txt = 'filled'; var fields = new Array(); var i = 0; $(':text', this).each( function(){ fields[i] = this; i++; }); $(':hidden', this).each( function(){ var bday = false; if (fields.length == 2){ bday = true; fields[2] = {'value':1970};//trick birthdays into having years } if ( fields[0].value=='MM' && fields[1].value=='DD' && (fields[2].value=='YYYY' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else if ( fields[0].value=='' && fields[1].value=='' && (fields[2].value=='' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else { this.value = fields[0].value+'/'+fields[1].value+'/'+fields[2].value; } }); }); return mce_validator.form(); }, success: mce_success_cb }; $('#mc-embedded-subscribe-form').ajaxForm(options); }); } function mce_success_cb(resp){ $('#mce-success-response').hide(); $('#mce-error-response').hide(); if (resp.result=="success"){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(resp.msg); $('#mc-embedded-subscribe-form').each(function(){ this.reset(); }); } else { var index = -1; var msg; try { var parts = resp.msg.split(' - ',2); if (parts[1]==undefined){ msg = resp.msg; } else { i = parseInt(parts[0]); if (i.toString() == parts[0]){ index = parts[0]; msg = parts[1]; } else { index = -1; msg = resp.msg; } } } catch(e){ index = -1; msg = resp.msg; } try{ if (index== -1){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } else { err_id = 'mce_tmp_error_msg'; html = ' '+msg+''; var input_id = '#mc_embed_signup'; var f = $(input_id); if (ftypes[index]=='address'){ input_id = '#mce-'+fnames[index]+'-addr1'; f = $(input_id).parent().parent().get(0); } else if (ftypes[index]=='date'){ input_id = '#mce-'+fnames[index]+'-month'; f = $(input_id).parent().parent().get(0); } else { input_id = '#mce-'+fnames[index]; f = $().parent(input_id).get(0); } if (f){ $(f).append(html); $(input_id).focus(); } else { $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } catch(e){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } Definition of Social Work Definition* The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. Commentary Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession’s national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour an
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    The International Federation of Social Workers updated its 1982 definition of the social work profession, a dynamic and evolving field. Social Work values multiple types of knowledge, including empirical knowledge and indigenous knowledge.
Teresa Dobler

From objectivism to social constructivism - 0 views

  • learning is achieved by the active construction of knowledge supported by various perspectives within meaningful contexts and social interactions
Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  •  
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
alexandra m. pickett

JOLT - Journal of Online Learning and Teaching - 0 views

  • In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
  • Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
    • Diana Cary
       
      I will also use this article in my course as a required reading.
    • Diana Cary
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
       
      ok. got it! very good diana!! : )
  • Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0   2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6  
  • ...2 more annotations...
  • Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
  • Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
Lauren D

Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 - Facul... - 0 views

  • Browse Topics Faculty Focus Articles September 28, 2010 Online Teaching Challenge: Creating an Emotional Connection to Learning, part 1 By: Rob Kelly in Online Education Add Comment Learning research indicates that people learn better in the presence of some emotional connection—to the content or to other people. Creating this emotional connection is particularly challenging in the online classroom, where most communication is asynchronous and lacks many of the emotional cues of the face-to-face environment. Nevertheless, it is possible to do, with a learner-centered approach to teaching and a mastery of the technology that supports it, says Rick Van Sant, associate professor of education at Ferris State University. “One of the things we know about learning is that learning with emotion is a far deeper experience than learning without emotion,” Van Sant says. Citing recent research (see reference below), Van Sant notes that a little bit of stress and the corresponding release of cortisol makes “neural connections grow thicker, stronger, faster.” However, too much cortisol degrades memory performance. Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
  • Creating an emotionally stimulating environment is something good face-to-face instructors do intuitively. “We live and thrive on the positive feedback from students. Students shape our behavior all the time. When technology is mediating between the learners and me, I lose the capacity to read my audience, engage my audience, and alter my style and cadence. I have no capacity on that kind of intuitive level [in the online classroom]. It all has to be intentional and cognitive,” Van Sant says.
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

  • Student centered learning
    • alexandra m. pickett
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
       
      self-assessment?!
    • alexandra m. pickett
       
      missing from every post! check the rubric!
    • ian august
       
      i did not even realize, :O
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  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
Lisa Martin

Online Schooling Grows, Setting Off a Debate - 0 views

  • Half a million American children take classes online, with a significant group, like the Weldies, getting all their schooling from virtual public schools.
    • Lisa Martin
       
      I didn't realize this many children in America were already taking online classes.
  • Florida Virtual School, the largest Internet public school in the country, more than 50,000 students are taking courses this year
  • About 90,000 children get their education from one of 185 such schools nationwide.
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  • full-time online charter school like the Wisconsin Virtual Academy
  • They are publicly financed, mostly elementary and middle schools.
  • Legally, they are considered public school students, not home-schoolers, because their online schools are taxpayer-financed and subject to federal testing requirements.
  • opposition from some educators, who say elementary students may be too young for Internet learning, and from teachers, unions and school boards, partly because they divert state payments from the online student's home district.
    • Lisa Martin
       
      My charter school faces the same opposition.
  • ''That's what I love most about this curriculum,'' Mrs. Weldie said. ''There's no reason for Isabel to practice counting if she can already add.''
    • Lisa Martin
       
      True individualization of instruction.
  •  
    This article discuss fully online public elementary schools and the opposition from school districts.
Irene Watts-Politza

Social media - Wikipedia, the free encyclopedia - 0 views

  • The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
  • By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
  • he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
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  • one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
  • Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
  • Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
  • social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
  • He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
  • Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
    • Irene Watts-Politza
       
      These are stats in "Did You Know?"
  •  
    An impressive listing of social media sites with links
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  •  
    Love the step child reference!
  • ...3 more comments...
  •  
    Have I not struggled with this throughout this course?!
  •  
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  •  
    That body language we mentioned in discussions this week in ETAP687
  •  
    MERLOT-Teaching at internet distance
  •  
    module 4 merlot
Lisa Martin

What Research Says: Varieties of Parent Involvement in Schooling - Middle School Journal - 0 views

  • Figure 1Six types of parent involvementType 1:ParentingAssist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children.Type 2:CommunicatingCommunicate with families about school programs and student progress. Create two-way communication between school and home.Type 3:VolunteeringImprove recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school. Enable educators to work with volunteers who support students and the school.Type 4:Learning at HomeInvolve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities. Encourage teachers to design homework that enables students to share and discuss interesting tasks with parents.Type 5:Decision MakingInclude families as participants in school decisions, governance, and advocacy activities through school councils and improvement teams, committees, and parent organizations.Type 6:Collaborating with the CommunityCoordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges and universities. Enable all to contribute service to the community.
  •  
    6 types of parental involvement in education. This article goes into detail about the benefits of parental involvement on achievement in education.
abeukema

Online Pedagogy - 0 views

  •  
    "Grant Agreement number: 200 1 - 3453 /001 - 001 EDU - ELEARN Workpackage 1, Working group 7/8 Pedagogy Background paper 1 ONLINE PEDAGOGY - INNOVATIVE TEACHING AND LERNING STRATEGIES IN ICT - ENVIROMENTS BACKGROUND PAPER OF THE CEVU WORKGROUP O NLINE PEDAGOGY"
Aubrey Warneck

Peer Coaching: An Innovation in Teaching - 0 views

  • TWO TYPES OF PEER COACHING: THERE'S SOMETHING FOR EVERYONE There are two general ways to participate in peer coaching, specific and non-specific. For specific participation, the teacher wants help with certain, pre-determined issues. If they are uncertain about where they most need help, such participants may want to first get videotaped and view the tape critically to help them identify their problem areas. Even teachers who can't get videotaped should try to think about what they would like to improve about their teaching. The peer coaches should pay particular attention to these issues while observing their partner's classes. In non-specific participation, the teacher wants an outsider to come and (1) help determine areas for improvement and/or (2) comment on the teacher's general approach. This form of participation may be ideally suited to experienced teachers who merely want general comments or for those who seeking help in a more general sense. In some ways, non-specific participation is like the "teaching consultants" discussed earlier.
    • Aubrey Warneck
       
      This type of peer coaching was used between two educators in which they observed one another and offered feedback about how they could improve classroom performance and teaching,
  • Peer coaching is an innovation that helps teachers improve their teaching. It is intended to be a mutually reciprocal process where two peers attend each other's classes and help each other enhance and enrich their methods of instruction. Because it is not based in formal evaluations, program participants have reported making more long-lasting changes than those based on more evaluative approaches. Peer coaching is a program that can be implemented in a variety of educational settings from elementary to collegiate levels.
    • Aubrey Warneck
       
      This paragraph notes that there are long term effects of using peer coaching and that the strategy can be applied to many educational environments.
  •  
    A research article exploring the effects of peer coaching when used between educators in evaluating and improving classroom practices.
Alicia Fernandez

Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review - 0 views

  •  
    Article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuro- science that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings.
Teresa Dobler

Does it make a difference? Replacing text with audio feedback - 1 views

  • 1 minute of audio feedback was generating an equivalent of approximately 100 words.
  •  
    Study finds that providing feedback using audio files leads to improvements in both quantity and quality.
Anneke Chodan

At $4,556 a day, N.Y. disabled care No. 1 in nation | The Poughkeepsie Journal | poughk... - 0 views

  •  
    Bookmarking not for the main article, but for the sidebar with the developmental center timeline.
Jeanne Cousineau

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 - 0 views

  •  
    Required reading article for module 1 in ETAP 687
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