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Catherine Strattner

Applying Bloom's Taxonomy to teach thinking skills in e-learning « Jen e-blogger - 0 views

jeneblogger.wordpress.com/...-thinking-skills-in-e-learning

bloom taxonomy e-learning

shared by Catherine Strattner on 12 Jun 12 - No Cached
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • ...10 more annotations...
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • guide students to arrive at a certain concept, rule, principle or method and use the concept, rule, principle or method in a workplace or simulated workplace environment.
  • require students to construct a new product from the components given or apply different aspects of their prior learning to put together a product.
  • require students to critic or review materials or ideas.
  • Catherine Strattner on 12 Jun 12
     
    This blog post outlinse different learning activities that address the different levels of Bloom's Taxonomy.
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.
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Hedy Lowenheim

Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning | CCT - 0 views

cct.edc.org/...room-changing-culture-learning

classroom learning online teaching tools education web tools

shared by Hedy Lowenheim on 11 Aug 13 - No Cached
  • This report presents findings from a two-year investigation of the ways in which Web 2.0 tools and social networking technologies are being used to support teaching and learning in classrooms across the United States.
  • Currently, there is much discussion and excitement about Web 2.0 in education, but we still know very little about how these tools actually work in the classroom. Therefore, the goal of this research was simply to interview and observe educators and students who are experimenting with these tools in the classroom to see what uses are emerging and to explore the learning affordances of blogs, wikis, and other Web 2.0 tools.
  • between school/home, public/private or youth/adult culture, it presents an emerging challenge. Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate. These ongoing processes bring to the fore exciting opportunities and novel challenges for educators. As schools use these technologies to build communities, the old boundaries between public and private, in school and out of school, and youth culture and adult culture are melting away and being redrawn.
  • Hedy Lowenheim on 11 Aug 13
     
    Study on Web 2.0 tools for educational purposes. "Web 2.0 technologies are fundamentally reshaping and realigning many aspects of the communication loop: the people with whom teachers, students, and parents communicate; how they communicate; what they communicate about; and where and when they communicate."
Michael Lucatorto

Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views

www.facultyfocus.com/...s-advantages-and-disadvantages

standardized

shared by Michael Lucatorto on 23 Jun 11 - Cached
  • Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
  • In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
  • Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
  • ...1 more annotation...
  • “You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
  • Michael Lucatorto on 23 Jun 11
     
    Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Michael Lucatorto

Finland is #1! | Scholastic.com - 0 views

www2.scholastic.com/...article.jsp

shared by Michael Lucatorto on 24 Jun 11 - Cached
  • Perhaps the most intriguing aspect of Finland’s educational success is the path it took to the top. Thirty-five years ago the country was considered middle-of-the-road or worse educationally. The country eliminated its education inspector and rethought its educational system.
  • Michael Lucatorto on 24 Jun 11
     
    Perhaps the most intriguing aspect of Finland's educational success is the path it took to the top. Thirty-five years ago the country was considered middle-of-the-road or worse educationally. The
Gary Bedenharn

61foley.pdf (application/pdf Object) - 0 views

www.tc.columbia.edu/...61foley.pdf

disability web accomadations online distance mod 2 learning teaching technology

shared by Gary Bedenharn on 24 Jun 12 - No Cached
  • Gary Bedenharn on 24 Jun 12
     
    Distance, Disability and the Commodification of Education: Web accessibility and the construction of knowledge. Research on different aspects of web accessibility for students with disability.
diane hamilton

Teaching Presence.pdf (application/pdf Object) - 0 views

communitiesofinquiry.com/...Teaching%20Presence.pdf

teaching presence pdf

shared by diane hamilton on 15 Jul 12 - No Cached
  • diane hamilton on 15 Jul 12
     
    this article discusses teaching presence very similarly to the course materials provided by Alex, but highlighted for me, the importance of capturing the non-verbal and paralinguistic aspects of classroom interaction and feedback that are missing online.
Maria Guadron

EBSCOhost: Evaluation of a collaborative multimedia conflict resolution curriculum - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

online discussion elementary

shared by Maria Guadron on 20 Jul 12 - No Cached
  • Maria Guadron on 20 Jul 12
     
    "This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. " - 5th and 6th graders
diane hamilton

Online Learning Resources on the Web - 1 views

www.pitt.edu/...onlinelearning.html

courses design

shared by diane hamilton on 21 Jul 12 - Cached
  • diane hamilton on 21 Jul 12
     
    a site of links to various aspects of instructional design for online teaching
Tina Bianchi

Words & Place - 3 views

parentseyes.arizona.edu/wordsandplace

education learning teaching online technology module 4 assignment oral tradition native american storytelling

shared by Tina Bianchi on 17 Jul 12 - No Cached
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Provides a glimpse into Southwestern Native American culture
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      How will you use this resource in your course, tina?
    • Tina Bianchi
      Tina Bianchi on 22 Jul 12
       
      Right now I see it as a supplemental resource for getting a glimpse into the very important aspect of Native culture which is oral storytelling. Somewhere along the way we'll look at oral tradition and I imagine there may be at least one student who will pursue the topic in their research.
  • The speakers also talk about the relation of their oral tradition to their native communities. Five programs are recorded in native Indian languages with English subtitles so that students have an opportunity to experience the beauty and complexity of these languages.
    • Tina Bianchi
      Tina Bianchi on 17 Jul 12
       
      Students who choose some aspect of Native American culture (oral traditions of storytelling, for example) could benefit from seeing/hearing songs and stories relayed in native language
  • ...1 more annotation...
  • Andrew Natonabah Through a unique blend of imagery and sound, this website captures the complex oral traditions of Native American communities in the American Southwest. Songs are sung and stories told within the landscapes which inspired them.
lkryder

Moodle - Creating a Quiz - 0 views

kb.wisc.edu/...page.php

quiz moodle how to adaptive creating quiz

shared by lkryder on 20 Jul 14 - No Cached
  •  In “Adaptive mode” under Question behavior-- "How questions behave" drop down menu, students can immediately submit an answer to an individual question, receive feedback, and attempt it again if they answered it incorrectly. Incorrect answers will receive a penalty determined by the “Penalty factor” that you specify in each question’s settings.
    • lkryder
      lkryder on 20 Jul 14
       
      Here is a great way to include formative assessment and student feedback loops adaptively in the online course
  • Here you may select the group mode for the quiz and if the quiz is visible to students right away.  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • ...6 more annotations...
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  •  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • Make sure that one of the “Overall feedback” boxes in the “Review options” settings is checked if you want students to see overall feedback.
  •  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  •  Common Module Settings: Here you may select the group mode for the quiz and if the quiz is visible to students right away.  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes. 13. Restrict Access: Access to the quiz can be restricted to only a certain time period here.  Also a grade requirement from another activity may be set.
  • lkryder on 20 Jul 14
     
    Item 7 in this list of quiz creation steps has a good explanataion of how to use the adaptive aspect of the quizzing tool with the "penalty factor"
Jane DeMeis

Andragogy :: Ageless Learner - 0 views

agelesslearner.com/...andragogy.html

adult learning

shared by Jane DeMeis on 31 May 09 - Cached
  • Jane DeMeis on 31 May 09
     
    Offering people of all ages information and resources on how learning can help improve all aspects of life.
  • alexandra m. pickett on 31 May 09
     
    i would love to see you highlight some passages on these pages so i can see what you find interesting, relevant, important. : ) me
efleonhardt

Five Factors that Affect Online Student Motivation | Faculty Focus - 0 views

www.facultyfocus.com/...fect-online-student-motivation

online learning motivation teaching

shared by efleonhardt on 04 Jun 14 - No Cached
  • which identifies five main factors that contribute to student motivation: eMpowerment, Usefulness, Success, Interest, and Caring
  • mpowered when they feel that they have some control over some aspects of their learning
  • tudents need to see that the course is useful and relevant to them within the course and beyond.
  • ...5 more annotations...
  • Students need to feel that they can succeed in the course if they make a reasonable effort.
  • situational interest and individual interest.
  • an aspect of a course that is enjoyable or fun
  • Students need to feel that the instructor (and other students) care that they learn
  • providing regular feedback
Alicia Fernandez

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of C... - 1 views

bk.psu.edu/...ronousAudioFeedback-Sample.pdf

asynchronous learning audio feedback teaching presence online learning

shared by Alicia Fernandez on 12 Jul 14 - No Cached
  • Alicia Fernandez on 12 Jul 14
     
    Study focuses on one aspect of facilitation, the way in which we communicate and guide students in asynchronous learning networks (ALN) and how this process might be improved upon.
Kelly Gorcica

Do You Know What's In Your Digital Dossier? | Humanizing Technology | Big Think - 0 views

bigthink.com/...-whats-in-your-digital-dossier

shared by Kelly Gorcica on 04 Jun 13 - No Cached
  • data has been accruing about the habits and interests of your online life.
  • digital natives” is having their digital dossier populated with data before they are born, and even after they will die.
  • Digital dossiers are an aspect of life online that is common to all, yet many users may not even realize the amount of data they are responsible for.
Maree Michaud-Sacks

"Online learning design that fosters student support, self-regulation, and retention" - 1 views

pantherfile.uwm.edu/...isher_OnlineLearningDesign.pdf

self-regulation online learning

shared by Maree Michaud-Sacks on 14 Jun 13 - No Cached
  • Maree Michaud-Sacks on 14 Jun 13
     
    focuses on design aspects to support learners and encourage self-regulation
alexandra m. pickett

Mary Huffman: ETAP640 reflections blog - 0 views

huffmanmary.edublogs.org

shared by alexandra m. pickett on 12 Jun 13 - No Cached
  • IEP’s unless they are GIEP’s.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      what does that mean?
  • I do wonder why the gender percentages are so different,
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      ok. so this is a perfect opportunity to do some research. You have your thoughts, assumptions, ideas maybe about why, but can you find research to support our findings? If you have a question, answer it!!
  • Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 13
       
      example sticky note in diigo
  • ...7 more annotations...
  • I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
  • “I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
  • them.
    • alexandra m. pickett
      alexandra m. pickett on 09 Jul 13
       
      don't forget your self-assessment.
  • It isn’t easy to write a good discussion question, but it is essential for a productive discussion.
  • I understand how and why I did it, and I could do it again. 
  • One cool thing about this course is the ‘meta’ quality. 
  • what is best for the students.  How can we serve our students?  Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise?  Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods? 
Heather Kurto

http://www.mentormob.com/hosted/cards/71141_b44ac5ed2dac0a90985e4d8a0c2901b3.pdf - 0 views

www.mentormob.com/...ed2dac0a90985e4d8a0c2901b3.pdf

shared by Heather Kurto on 06 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      z, 'Colleges and universities ought to be concerned not with how fast they can "put their courses on the Web" but with finding out how this technology can be used to build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink virtually all of its systems and traditions (Rowly et al., 1998).
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Criticalness - looking at the underlying assumptions, looking at theory base; * Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people such as other scholars. Are we referencing each other? Are we learning from each other?; * Connection to experiences - building on our learning from ideas and concepts gained from our experiences as educators and learners; and * Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred approach to learning where students could own their learning and feel a sense of responsibility towards their own and the learning of others. 
  • ...5 more annotations...
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer learning through focused discourse that was based on the theoretical ideas they read and shared with others. It was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was designed based on social constructivist theory to enhance opportunities for peer learning
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Are you helping your peers to improve?  * How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and forth rather than merely a one-way-one-time posting. 
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning, reflective thinking and the joint construction of knowledge.
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      students also need induction on how to work on line. In particular, they need scaffolding in relation to collaborative learning and reflective thinking, which are the more challenging, yet, elusive aspects of online learning.
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      y, systems need to be set up in order that students can easily collaborate and benefit from the advantages of the technology that is available
Diana Cary

Taylor & Francis Online :: The Cognitive Perspective on Learning: Its Theoretical Under... - 0 views

www.tandfonline.com/...00098655.2011.568989

Behaviorism teacher-centered online learning

shared by Diana Cary on 15 Jun 13 - No Cached
  • Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction.
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