However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
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Try College 101 « Saylor Academy - 1 views
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a new college student or a person considering a college education
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Reading: College Success
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This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
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This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
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Learning Outcomes
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Unit 7: Academic Writing and Research in College
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This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
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first impression people have of you
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Unit 12: The Social World of College
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ry College 101
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There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
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This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
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Try College 101
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Teaching Students to Embrace Mistakes | Edutopia - 0 views
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deliberate practice and involves isolating what's not working and mastering the difficult area before moving on.
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One way to encourage that attitude is to take the most common mistakes that the class made on a test or quiz and analyze them together.
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Making Matters! How the Maker Movement Is Transforming Education - WeAreTeachers - 0 views
www.weareteachers.com/...ment-is-transforming-education
module 5 design maker education active learning
shared by lkryder on 14 Aug 14
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The tools and ethos of the Maker revolution offer insight and hope for schools. The breadth of options and the “can-do” attitude espoused by the movement is exactly what students need, especially girls who tend to opt out of science and math in middle and high school. However, hands-on Making is not just a good idea for young women. All students need challenge and “hard fun” that inspires them to dig deeper and construct big ideas. Making science hands-on and interesting is not pandering to young sensibilities; it honors the learning drive and spirit that is all too often crushed by endless worksheets and vocabulary drills. Making is a way of bringing engineering to young learners. Such concrete experiences provide a meaningful context for understanding the abstract science and math concepts traditionally taught by schools while expanding the world of knowledge now accessible to students for the first time.
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Online Course Design - 0 views
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So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
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From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
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And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
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People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
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From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
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“You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
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I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
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Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
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I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
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An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to successfully transfer learning, which is basically one of great challenges of teaching. So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
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As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
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Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
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Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
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this is a process
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My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
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Confucius
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In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
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Transformation via Online Learning - 4 views
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original target audience,
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Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
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adult online students
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I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
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students who attend fully online
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traditional and non-traditional students i
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This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
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The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
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If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
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in my experience this "undergrad" or age variable is not significant. : )
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I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
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Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
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I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
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Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/