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kevin volo

Module 4 assignment - Color and Emotions - 6 views

  • This site discusses the effects of color on emotions and how we link colors to emotions.  For example red is often linked to anger while green creates a calming effect because of it resemblence to nature.  This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases.  Also, how certain colors in food make you want to eat more , etc.  Within each page are articles that cover the different principles and theorys.  Overall this site is well organized and easy to follow while containing a great deal of information.
    • kevin volo
       
      Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
    • alexandra m. pickett
       
      kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
    • kevin volo
       
      It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
    • alexandra m. pickett
       
      ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
    • kevin volo
       
      Fixed the tag issue.
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    Used as a good color theory and emotion reference.
Gary Bedenharn

Careers in astronomy - Bing Videos - 0 views

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    Careers in astronomy.  (1:38)
Anneke Chodan

DisabilityEtiquette.pdf - 0 views

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    United Spinal Association's Disability Etiquette guide
Diane Gusa

My teacher . . . the computer? « InterACT - 0 views

  • A group blog from Accomplished California Teachers: Classroom expertise for better education policy. Home About ACT ACT Publications Blogger Bios My teacher . . . the computer?
  •  “One of [a successful student's] key skills in school is his ability to bond with teachers. We’ve spent a generation trying to reorganize schools to make them better, but the truth is that people learn from the people they love.”
  • computers and technology cannot replace the ability of skillful teachers to develop a young student’s ability to think critically, be innovative, and believe in the potential that he or she possess.  A computer will never be able to provide a safe environment for a child seeking stability and support.
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  • students who face incredible challenges and confront tremendous obstacles. 
  • providing guidance, a passion for learning, an understanding of what is necessary to move a student to the next level of inquiry and excellence, and an unwavering belief in each student’s potential – that will continue to make the ultimate difference.
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    Wonderful blog about the power of f2f/
Diane Gusa

Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views

    • Diane Gusa
       
      Very strong statement!
    • Diane Gusa
       
      I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
  • The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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  • Better comprehension,
  • increased retention of material,
  • more comfortable learning environment
  • effective use of these strategies.
  • Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
  • The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
  • Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
  • According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
  • teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
  • Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
  • According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
  • . In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
  • Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
  • be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
  • Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
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    I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
Diane Gusa

What is Service-Learning? | National Service-Learning Clearinghouse - 0 views

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    Video on servicing learning projects. - It is exciting Its alive!
Diane Gusa

Texas Tech University - Teaching, Learning and Technology Center - 0 views

  • Service-learning is a pedagogy that links academic study and civic engagement through thoughtfully organized service that meets the needs of the community
  • Service learning courses provide rigorous and enhanced academic learning by interconnecting community action and critical reflection
  • Service learning courses provide relevant and meaningful service by placing students in projects that are tailored to address community and societal needs.
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  • Service learning courses provide purposeful civic learning by creating a learning environment where students can acquire the knowledge, skills, and values to make an explicitly direct contribution to themselves and their communities, both local and global, through civic participation.
  • Course options ensure that no student is required to participate in a service placement that creates a religious, political, and/or moral conflict for the student.
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    One activity in my online course will be service learning. I called this activity Social Justice Project. I believe that part of online learning is to get our students away from the computer!
ian august

Online Community of Learners - 1 views

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

Harvard Gazette: Self-grading gets an 'A' from researchers - 0 views

  • A recent study conducted by Philip Sadler, the director of the Science Education Department at the Harvard-Smithsonian Center for Astrophysics, and his Harvard Graduate School of Education student Eddie Good examined the impact of peer-grading and self-grading. Sadler and Good wanted to determine whether the grades that students award themselves can actually replace their teacher's grades and whether any additional learning results when students grade tests.
Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views

  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
Diane Gusa

ETAP640amp2011: Search results - 0 views

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    "I do interact with the students - 1-on-1 - by using a "private" feedback feature available in the LMS I use. By providing both supportive and corrective feedback behind the scenes, my goal is to shape the discussion responses into the most acceptable form."
Diane Gusa

E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views

  • Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
  • "Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
  • Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
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  • Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
  • Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
  • Create a closing discussion thread labeled "Summary," "Wrap-up" "Key Ideas"
  • Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
  • Create a group summary be asking each student to identify the key concept for t
    • Diane Gusa
       
      I do this in my weekly essay assignment.
    • Diane Gusa
       
      I guess this is the role I access the most in my posts.
Diane Gusa

E-Coaching Tip 36: Cognitive Presence in Online Courses -- What is it? - 0 views

  • Cognitive presence is the process of constructing meaning through collaborative inquiry.
Alicia Fernandez

eCoaching Tip 51: A Garden of Three Presences - Social Presence, Teaching Presence and ... - 1 views

  • Social presence is the ability to project oneself socially and affectively in a virtual environment. You achieve social presence by being a real -- three-dimensional -- person to your students. Another way of saying this is that you let yourself be known as a person with a life in addition to your role as a teacher/mentor.
  • teaching presence is the work of teaching both before and during the course. It includes the designing and developing the course and in directing and supporting the learners during the course delivery. Teaching presence is manifested in the course materials -- in the syllabus, assignments, choice of readings and discussions. Teaching presence is also manifested in everything the faculty member does to guide, support and shape the learners' experiences. Effective teaching presence sets clear expectations and supportive guidance.
  • Cognitive Presence is the extent to which a group of learners are able to 'construct meaning through sustained communication.' (Garrison, 2006)
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  • Faculty sets high expectations for student inquiry and expectations Faculty examine student responses and probes, challenges, questions encouraging thought and analysis of ideas and content Learners participate thoughtfully in the discussions, responding to content and thoughts and questions from other learners so that a sustained communication occurs. Faculty and students strive to ensure that project outcomes are long-lasting and meaningful.
  • Cognitive presence requires a focus on meaning and not on covering conte
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    Of all the best practices for online teaching, the most important practice is "being there." Being there is the core of presence, letting your students know that you are there to direct, to guide, to listen and to share your expertise with your learners. This tip takes you on a guide through a Garden of Three Presences for Online Teaching and Learning - Social Presence, Teaching Presence and Cognitive Presence (Garrison, 2006b). This tip defines the three types of presence and then lists tools and behaviors - for both faculty and students -that support these three types of presence.
Diane Gusa

presence - Google Search - 0 views

  • A person or thing that exists or is present in a place but is not seen
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