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Diane Gusa

Universal Design of Instruction - 0 views

www.washington.edu/...Universal

assistive technology universal_design instruction

shared by Diane Gusa on 05 Aug 11 - Cached
  • Diane Gusa on 05 Aug 11
     
    I need to still do this for my course...maybe you do too.
Diane Gusa

ISETL : International Society for Exploring Teaching and Learning - 0 views

www.isetl.org/...presentation.cfm

avatar exploring learning social interaction module 4 E-learning

shared by Diane Gusa on 12 Jul 11 - No Cached
  • Presentation Objectives are to: 1) Educate faculty on the pedagogical uses of avatars in the online classroom, 2)Provide an opportunity for participants to practice developing their own avatar and 3)Promote interest and improve confidence in using avatars as part of established learning activities and spark generation of new ideas. Presentation Audience: Faculty who desire to see improvement in the richness of their students’ online experiences will find this presentation interesting and beneficial. Faculty who have never considered using or developed their own avatars will find practical assistance. Presentation Activities: In this highly interactive session, participants with laptop computers will have the opportunity to create and publish an avatar, which can be posted on their faculty webpage or other Web 2.0 forum. The facilitator will also present avatars developed by undergraduate students as part of a class project and will invite participants to generate ways that they can use this medium in own classrooms. Description: Avatars have typically been associated with gaming, recreation and entertainment, and most recently were the central characters in a hugely successful blockbuster movie. Their use in learning environments is much less popular, although it is growing. A central definition has not emerged, although the following are generally accepted: “a digital representation
  • Online instructors lament some of the same problems expressed by their students, not the least of which is the feeling of disconnection in the learning environmen
  • Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41-56
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  • The social presence created by avatars may diminish some of these negative factors
  • Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.
Diane Gusa

leading and learning: Experience and Education -John Dewey 1938 - 3 views

leading-learning.blogspot.com/...-and-education-john-dewey.html

learning experience education dewey meaning making

shared by Diane Gusa on 21 Jun 11 - No Cached
  • The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Including blogs in the educational experience provides such an environment.
  • A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
  • Dewey saw the learning process as a continuous spiral linking past experiences with the present. T
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  • Dewey believed there needed to be an intimate relationship between experience and education and that students had to construct their own learning.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Inviting a student to talk about what is really important to them (and does not importance arise out of our past experiences?) - telling their truth about themselves to others is the experience that arouses, strengthens, and provides the desire to learn.
  • This is the challenge of creative teaching. I
  • Teachers need to be on the alert to see what attitudes and habits are being developed and this requires that the teacher has some ideas of what is going on in the mind of the learner. The teacher is an important part of any learning experience.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Student-centered learning does not mean an absent teacher - which can be a person or embodied in a book.
ian august

John Dewey - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/John_Dewey

Dewey Education philosophy teaching john John_Dewey

shared by ian august on 30 Jun 11 - Cached
  • School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.
  • addition, he bel
  • addition, he be
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  • ieved that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.
  • life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities” (1897, p. 6).[23] In addition to helping students realize their full potential, Dewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform
  • According to Dewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed by passive students. Instead, the teacher’s role should be that of facilitator and guide.
  • The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences (p. 9)
  • ian august on 30 Jun 11
     
    john dewey wikipedia page
Kristen Della

Virtual Instructional Designer - 0 views

www.merlot.org/...viewMaterial.htm

module 4 Assignment Instructionaldesigner

shared by Kristen Della on 10 Jul 11 - Cached
  • Kristen Della on 10 Jul 11
     
    Description: The Virtual Instructional Designer (VID) is a Learning Anytime Anywhere Partnership (LAAP) grant-funded project to create a Web-based performance tool for post-secondary faculty designing Web-based distance courses. The purpose of the VID is to provide 24/7 desktop access for faculty to instructional design assistance on the process of developing online instruction or courses. Note, must provide an email address to gain access.
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
lkryder

ISTE Standards Essential Conditions - 0 views

www.iste.org/...essential-conditions

iste technology standards

shared by lkryder on 11 Sep 14 - No Cached
  • oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders  Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources   Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support  Consistent and reliable assistance for maintaining,  renewing, and using ICT and digital learning resources  Curriculum Framework Content standards and related digital curriculum  resources that are aligned with and support digital age  learning and work  Student-Centered Learning  Planning, teaching, and assessment centered around  the needs and abilities of students  Assessment and Evaluation  Continuous assessment of teaching, learning, and  leadership, and evaluation of the use of ICT and digital  resources  Engaged Communities  Partnerships and collaboration within communities to  support and fund the use of ICT and digital learning  resources  Support Policies  Policies, financial plans, accountability measures,  and incentive structures to support the use of ICT  and other digital resources for learning and in district  school operations  Supportive External Context  Policies and initiatives at the national, regional, and  local levels to support schools and teacher preparation  programs in the effective implementation of technology  for achieving curriculum and learning technology (ICT)  standards
  • Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
  • Shared Vision
efleonhardt

TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views

www.teachersfirst.com/...involving-students.cfm

rubrics assessment collaboration

shared by efleonhardt on 07 Jul 14 - No Cached
  • have a better understanding of the standards, gradations, and expectations of the assignment
  • sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
  • with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
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  • tudents feel more empowered and their learning becomes more focused and self-directed.
Teresa Dobler

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stone_0911.htm

online learning teaching

shared by Teresa Dobler on 08 Jul 13 - No Cached
  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
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  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  • lkryder on 11 Jun 14
     
    online and on campus teaching should both take the same amount of prep
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