The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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How Much "Group" is there in Online Group Work? | The Sloan Consortium - 0 views
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The ability to work in groups across time and space has become a frequent requirement for the workplace and is becoming increasingly more common in higher education, but there is a surprising lack of research on how online groups work. This study applies analytical approaches used in studies of face-to-face classroom "talk" to multiple groups in two asynchronous online high school courses. We investigated two activities focused on group problem-solving styles-one for deciding how to work as a group, and a second for responding to the content of the assignment. We found successful groups to have benefited from directive leadership, and the division of labor amongst most groups to be in parallel rather than collaborative.
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Link to the pdf
Minding the Knowledge Gap - 0 views
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In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
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Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
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If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
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From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
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I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Tutorials - Web Accessibility for All - 2 views
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PDF Web Cast
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Office Documents Video Tutorial
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Microsoft Word Accessibility Features Tutorial
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Concept Mapping As A Medium Of Shared Cognition In Computer Supported Collaborative Pro... - 1 views
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the mode of sharing and the representation of knowledge as expressed by students are more important than the access to the distributed resources itself.
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concept Shared cognition emphasises the mutual understanding of collaborators' perspectives and shared interpretations of the problem as an essential requirement of collaboration
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very important that cooperating subjects acquire a common frame of reference to communicate their individual viewpoints
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Evaluation - Web Accessibility for All - 0 views
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You may find this information helpful as you are doing the final preparations on your own courses. There is a tutorial that allows for a user to manually check a website for accessibility as well as detailed information about common accessibility checker programs and how they work. I am going to post a link to this page in the resources section of my course.
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I intend to post this page in the resources section of my online course to provide participants with information regarding how to check web spaces for accessibility. This information may be helpful to them in the accessibility review activities of the course, particularly those that involve reviewing other web spaces or tools.
Cooperative Learning - 0 views
Preparing Teachers to Teach Online - 0 views
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Online teaching effectiveness The following behaviors are associated with effective online teaching: n providing timely and meaningful feedback, n creating learning activities that engage students, n keeping students interested and motivated, n ensuring students interact with each other, and n encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
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Online teaching
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Online teaching effectiveness The following behaviors are associated with effective online teaching: n providing timely and meaningful feedback, n creating learning activities that engage students, n keeping students interested and motivated, n ensuring students interact with each other, and n encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
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Online courses have become very popular in higher education and with the emergence of virtual schools are becoming common at the K-12 level (see Clark, 2001; Vail 2001). While most universities and colleges have established training programs to prepare their faculty to teach online, school systems are just beginning to address this need. As McKenzie (2001) notes, preparing teachers to teach online needs to involve a lot more than the short workshops typical of inservice training. Hannum (2001) describes an extensive state-wide initiative in Colorado. The Concord Consortium and Illinois Online Network both have successful online teacher training programs. A number of online learning system vendors such as Apex Learning, Blackboard Inc., and eCollege also offer online teacher training programs, although these tend to be tailored to their systems.
Tenured Faculty Less Likely to Focus on Teaching - 0 views
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Researchers found that the few who focus primarily on teaching tend to share certain characteristics - including teaching without tenure.
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A recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
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Nevertheless, academic culture seems to prioritize research over teaching. Graduate assistants teaching undergraduate classrooms with hundreds of students and infamous practices like 'publish or perish' all point to a system designed to sacrifice quality instruction for research pursuits. As Boyer argued back in 1990, academia and its students would be better served by treating instruction as an equally valuable pursuit.
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Common Mistakes - Ensure vs. Insure - 0 views
Webquests - 0 views
"The Future of ePortfolio" Roundtable | Academic Commons - 0 views
Multimodal Composition and the Common Core State Standards - 0 views
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The standards assume that being literate means being digitally literate.
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My goal for this column is to highlight strong examples of digital literacies instruction and technology integration that teachers can remix and customize for their students and teaching contexts
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“One of the biggest communication changes happening today is the shift from the printed word on a page to multiple modes of image, sound, movement, and text on a screen.”
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How we will use diigo and this group. - 39 views
absolutely! : ) learn by doing. you are off to a great start!
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Do You Know What's In Your Digital Dossier? | Humanizing Technology | Big Think - 0 views
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data has been accruing about the habits and interests of your online life.
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digital natives” is having their digital dossier populated with data before they are born, and even after they will die.
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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.
ETAP 640 Liz Keeney | Summer 2013 - 0 views
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‘productive inquiry
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By viewing this diagram, I really got the idea of creating a meaningful learning environment by combining the empirical research into a clear and precise diagram;
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giving it.
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B. As an instructor, how do you create the sense of online class community at the begin... - 0 views
http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views
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Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
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Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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