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alexandra m. pickett

Western Music History - 0 views

  • Location
  • free, online wikibook
  • We then have expansions of range and complexity as we move into the Baroque era. The Classical era gives us the emotional power associated with such composers as Wolfgang Amadeus Mozart. Romanticism then transforms the rigid styles and forms of the Classical era into more individualistic stylizations. Tonality was at its peak during this period, then Impressionist music paved the way to the use of extreme dissonances in the music of the Modern era.
    • alexandra m. pickett
       
      did you know you can attach a sticky directly to highlighted text : )
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    • Daniel Hacker
       
      Great resource that my students could use as a suppliment to course material as a study guide. This online resource highlights not only composers, but classical works and terms specific to music of the time periods.
    • alexandra m. pickett
       
      ok. you will use this as a suppliment. how likely is it that students will use supplimental course materials?
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    This is an online wikibook that may serve as a good resource for the students that will be enrolled into my class. My current course, which is part 2 of 2, covers music from the Baroque to 20th Centuries. Students in my class can use this resource for both part 1, and part 2 of my class as it covers music from Medieval times to the present. It covers terms, vocabulary, compositions and composers. I believe that my students and I could use this as a reference point to an overview of each musical period.
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    This is an online wikibook that may serve as a good resource for the students that will be enrolled into my class. My current course, which is part 2 of 2, covers music from the Baroque to 20th Centuries. Students in my class can use this resource for both part 1, and part 2 of my class as it covers music from Medieval times to the present. It covers terms, vocabulary, compositions and composers. I believe that my students and I could use this as a reference point to an overview of each musical period.
Jessica M

Literature.org - The Online Literature Library - 0 views

  • This site is here to try to bring real books to people through the Internet.
  • On this site you will find the full and unabridged texts of classic works of English literature.
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    This site has many classic pieces of literature found online
Donna Angley

MIT Open Courseware - 0 views

  • What Makes a Short Story
    • Donna Angley
       
      I like this "introduction" to what makes a short story. I did something very similar in my course, so I feel like I'm on the right track.
    • alexandra m. pickett
       
      how will you use this resource in your own online course donna?
    • Donna Angley
       
      I hadn't thought about a group project for my course; however, after reading about these students writing and publishing a short story, it got me thinking. I was originally going to have my students do a final paper comparing two stories. Then I decided I wanted to do something different and a bit more collaborative. After seeing this website, I started to think about a group project more seriously. Then I thought I'd like it to be a little more hand-on like this course, and so it has morphed into a final group project where they can decided to either write a short story or create a multi-media presentation of a short story we've read. This website got me thinking about the project from the students' perspective. Giving them the choice to write or use multi-media is a better idea and will get the creative juices flowing. It also puts them more in control of what they want to do creatively.
    • alexandra m. pickett
       
      brilliant!!! student perspective- student choice - control, creativity, innovation in student hands : ) !!!!
  • Silko, Leslie Marmon.
    • Donna Angley
       
      I am glad to see an American Indian writer included in the syllabus. I also included a story by Leslie Marmon Silko called "Lullaby."
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  • Everyday Use Walker." I
    • Donna Angley
       
      I too included this story in my course. For those of you that might not know, Alice Walker is the author of "The Color Purple."
  • A Good Man is Hard To Find."
    • Donna Angley
       
      Again, I also included this particular story in my course. Flannery O'Connor has written many short stories, but this one is probably a "classic" within the genre.
  • Usage of Point of View
    • Donna Angley
       
      Point of view is the first thing a writer has to think about when preparing to write. Depending on the point of view, what is written and how it is written will be very different.
  • The Yellow Wallpaper."
    • Donna Angley
       
      This is an exaggerated account of the actual post pardom depression that the author suffered from after the birth of her daughter. Again, a classic short story that I have included in my course also under "point of view."
  • To Build a Fire Faulkner
    • Donna Angley
       
      I love that they too included this story. As you read it, you can't help but wonder how Jack London manages to keep describing his surroundings, which really don't change. He's a master.
  • Workshop
    • Donna Angley
       
      I like that there is a workshop component to this course, where it appears that students will go through the process of writing a short story. It also looks as if they might publish as well, or at least go through the process of publishing so that students can attempt to publish in the future.
  • Discussion of Getting Published in the Real World
    • Donna Angley
       
      Excellent resource for those students who are seriously looking at writing for a living.
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    This class will focus on the craft of the short story, which we will explore through reading great short stories, writers speaking about writing, writing exercises and conducting workshops on original stories.
Alicia Fernandez

The Adult Learner: The Definitive Classic in Adult Education and Human Resource Develop... - 0 views

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    Holton and Swanson update Knowles' classic adult education book in this 6th edition. The book provides a comprehensive view of andragogy as adult learning theory.
alexandra m. pickett

Scholarly Communications @ Duke ยป Transformation and teaching - 0 views

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    "ransformative uses are, broadly speaking, uses of copyrighted works which create something new that has a different purpose than the original work involved. Transformative works are often identified as those which do not create any kind of market competition with the original work. Thus a parody of a 1950's classic song by a 1980's rap group is a transformative use of the original, and an historical work about the Grateful Dead makes a transformative use of original concert posters for Dead concerts when it uses them to illustrate a time line. "
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    "transformative"? The line is so blurry there. Just how much musical material do you have to use from another recording before it is "ripping off"? Otherwise, one of my project options for my final project is for a student to create a concert poster in the style of 1960s Fillmore/Winterland posters that illustrate a concept map of what the student has learned.
Kimberly Barss

WebElements Periodic Table of the Elements - 0 views

  • Explore key information about the chemical elements through this periodic table
    • Kimberly Barss
       
      By clicking on each element's atomic symbol you can access more detailed information about each element, common forms in which they exist, and even pictures and audio!
    • Kimberly Barss
       
      I will continue my comments throughout...please click on sodium (Na) for more!
  • Periodic Table in biscuits
    • Kimberly Barss
       
      How cute! These are some dedicated children!
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    This came from the MERLOT classics list and is a resource that I already use in my classroom! Please refer to my sticky notes for more detailed comments!
Irene Watts-Politza

E Pedagogy - 2 views

  •   E-Pedagogy: Does e-learning require a new pedagogy?  5 The emergence of e-learning  As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as  Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing โ€˜virtual staff roomsโ€™ and โ€˜onlinecommon roomsโ€™. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:โ€œE-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.โ€ New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more โ€œguide on the sideโ€than โ€œsage on the stageโ€. The ready availability of information makes  facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
  • changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: โ€œIn the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes [โ€ฆ]Epistemologically, a single right answer is believed to underlie each phenomenon [โ€ฆ]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia  is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
  • George Siemens introduced this theory in his paper Connectivism: Learning as networkcreation (2004) to address โ€œthe shortcomings of behaviourist, cognivitist andconstructivist ideologiesโ€.Connectivism conceptualises knowledge and learning as a network, consisting of nodesand connections. Knowledge, at any point in time, is a particular (probably temporary)configuration of nodes and connections (a sub-network). Learning creates newconnections between existing nodes (changes to existing knowledge) and/or creates newnodes (entirely new knowledge). Learning, therefore, is about network (node andconnection) creation.His theory differentiates between data, information, knowledge and meaning: โ€ข   Data : raw elements โ€ข   Information : data with intelligence applied โ€ข   Knowledge : information in context and internalised โ€ข   Meaning : comprehension of the nuances, value and implications of knowledge.โ€œLearning is the process that occurs when knowledge is transformed into something of meaning.โ€Connectivism embraces eight principles:1.   Learning and knowledge rest in diversity of opinion.2.   Learning is a process of connecting specialised nodes or information sources.3.   Learning may reside in non-human applicances.4.   Capacity to know is more important that what is currently known.5.   Maintaining connections is needed for continual learning. (function() { var pageParams = {"origHeight": 1276, "origWidth": 902, "fonts": [3, 1, 2, 4, 0], "pageNum": 9}; pageParams.containerElem = document.getElementById("outer_page_9"); pageParams.contentUrl = "http://html2.scribdassets.com/4o2mjijnuo850n3/pages/9-7fefce237b.jsonp"; var page = docManager.addPage(pageParams); })(); Scribd.Ads.addBetweenPageUnit(9);   E-Pedagogy: Does e-learning require a new pedagogy? left: 3830px; top: 276px; color
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  • hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
  • Rote learning of factual information, which typifies behaviourism, isvalueless when students are one click away from Google and Wikipedia. The โ€œteacher-knows-bestโ€ idiom of cognivitism is questionable in a time of โ€œthe wisdom of the crowdโ€.The constructivist approach (and, particularly, social constructivism) appears to be abetter fit for 21st century learning โ€“ but needs to be updated to embrace the modernlearning environment that includes virtual worlds such as Second Life. โ€˜Connectivismโ€™,โ€˜E-moderatingโ€™, โ€˜E-Learning 2.0โ€™ and โ€˜Assessment 2.0โ€™ may not provide the answer โ€“ butdo highlight the problems with the status quo and emphasise the need for a newapproach to teaching, learning and assessment
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    "Does e-learning require a new approach to teaching and learning?" This is an interesting paper about pedagogical approaches to e-learning and e-teaching. Do you believe we need a new approach for online learning? What is your pedagogical approach to e-learning and e-teaching?
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    What is your pedagogical approach to e-learning and e-teaching?
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and โ€œself-directedโ€ nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct โ€œlearning presenceโ€ (Shea, 2010).
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  • self-efficacy can be viewed as a subjective judgment of oneโ€™s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that โ€œlearners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve betterโ€ (Winne, 2005). This contrast of failure attribution as trait (e.g., โ€œIโ€™m just not good at mathโ€) versus failure as occasion to be informed (โ€œI can control, adapt, and learn from thisโ€) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is โ€œconcerned not with what one has but with belief in what one can do with whatever resources one can musterโ€ (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating oneโ€™s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating oneโ€™s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label โ€œlearning presenceโ€. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for โ€œmetacognitiveโ€ learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the studentโ€™s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.โ€ (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
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    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
Julie DelPapa

Frames Of Mind - 0 views

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    Are you familiar with multiple intelligences? Meet the man who founded the theory! In his classic work, Gardner explains multiple intelligences and how most of them are ignored in society. This insightful theory sheds new light on how students learn.
Daniel Hacker

Western Music History - Wikibooks, open books for an open world - 0 views

    • Daniel Hacker
       
      Although my course consists of Classical to the Contemporary periods, the per-requisite course would cover the Medieval and Baroque Periods.
rhondamatrix

Fearless Writing (a book by Tom Romano) - 2 views

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    This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
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    Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
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    Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
Anne de la Chapelle

Classic Short Stories - 0 views

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    This Web site is dedicated to the wonderful world of the short story and to all who enjoy reading shorts stories as I do. I will try to add a few short stories every month.
Donna Angley

Euthyphro - 0 views

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    The story of Euthyphro, and "what is piety?"
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