But now, a 4-foot-tall chrome and steel robot takes Lyndon’s place in classes and allows him to interact with teachers and fellow students. His face is displayed on a screen near the top of the robot and his voice is projected through its speakers. Lyndon can see and hear everyone through signals transmitted to his laptop from the robot’s camera. It's like a video conference — on a robot.
The technology that changed Lyndon’s life costs about $6000.
QUOTE: What is reflective learning?
As early as 1933 Dewey defined reflective thought as "active, persistent, and careful consideration of any
belief or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it tends" (Dewey, 1933 in Andrusyszyn & Davie, 1997, p.105). He believed that associating ideas
was integral to thinking and that one had to search for deeper meanings through reflective thinking to
capture and understand the core essence of something, to transform doubt into understanding and
understanding into further action (Andrusyszyn & Davie, 1997).
“Today’s young people are using a range of digital tools to compose and create in new and exciting ways. It is a game-changing moment for teachers of writing. The very notion of what it means to write is shifting, and educators are faced with adapting their teaching practices to integrate new technologies while redefining writing and learning for the 21st century.”
Docs provide support for collaboration in real time so students and teachers can have a virtual mini-conference about the work in front of them from any location if the timing is right.
The feedback draws attention right to the point that needs to be corrected. In other systems, I have seen all the feedback at the beginning or end, which makes it more difficult for students to make corrections. This is also more formative than an overall rubric, where again students have to hunt through for where the corrections are actually needed. The more work students need to do to correct, the less likely they are to do so.
Paper lists learner centricity, asynchronous interaction, communication effectiveness and assessment facilitation as the major pedagogical attributes of online discussion boards. Also discusses the strategy of applying data mining techniques to aid assessment of discussion board transcripts. Text mining as an extension of data mining algorithm could be used effectively to assess discussion board transcripts with the goal of eliminating subjectivity in the assessment of discussion board contributions.
I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
instructor skill in creating and managing interaction in online courses
rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
course design as a critical factor in determining the quantity, quality, and type of interactivity
connectivism
it relies on the connected learning that occurs through interaction with various sources of knowledge
participation in communities of common interest, social networks, and group tasks.
Transparency of expectations
Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
Transparency of expectations
Transparency of expectations
Clear instructions
Clear instructions
Meaning-making/relevance
Meaning-making/relevanc
scaffolding
informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
Fair use is a legal principle that defines the limitations on the exclusive rights** of copyright holders. The purpose of these guidelines is to provide guidance on the application of fair use principles by educators, scholars and students who develop multimedia projects using portions of copyrighted works under fair use rather than by seeking authorization for non-commercial educational uses.
I intend to use this as a resource for my section on fair use and intellectual property rights. My students will gather multimedia materials for their project, so they need to know how much they can take, and under what circumstances.
This review of literature and current information related to distance
learning is an expansion and update of Schlosser and Anderson's (1994)
literature review for the Iowa model of distance education. Additional
reports were obtained through the Pacific Mountain Network, the ERIC
database, electronic communications via Internet with administrators of
open universities and open learning agencies throughout the world,
collections of manuscripts and documents in the Department of
Instructional Technology and Special Education at the University of
Colorado at Denver, and personal communications with distance education
developers at professional conferences as well as school districts in the
Greater Denver area. It is intended as a companion piece to Sherry and
Morse's (1995) Needs
Assessment for Distance Education, as well as background information
for other projects in telecommunications and distance learning.
For new SLN faculty the first stage in their development as on-line
instructors is to get on-line and access the SLN Faculty Developer Gateway
(http://SLN.suny.edu/developer). There, they are introduced to the SLN
faculty development and course design processes. They participate in
a facilitated on-line conference to network with our growing community
of on-line instructors and to get the feel for on-line discussion in
the asynchronous Web environment. In stage two, faculty begin to conceptualize
their courses. They complete an on-line orientation to the Web course
environment and they also have the opportunity to observe a variety
of live on-line courses that have been selected as models to help them
get a sense of the possibilities and to get the look and feel of the
on-line classroom. Stage three is the SLN Course Development stage.
They are asked to attend three workshops. At the first workshop, faculty
receive a customized course template created in Lotus Notes, access
to our networked system and on-line resources, and a step-by-step guide
for building the components of their course. They are also assigned
an instructional design partner to work with throughout their first
course-development and delivery cycles and have access to a Help Desk
for technology support. Note that it is not until stage three of our
faculty development process that faculty are introduced to the technology
that they will use to create their course. Our primary focus is on developing
and supporting on-line faculty and effective on-line pedagogy, not on
the technology.
Getting faculty involved in the system of communicating in a new way is very effective. If we expect our students to be involved, we need to (as faculty) get immersed in communicating in these new ways to make the technology effective. Otherwise, the technology is obsolete
Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network
Eric Fredericksen, Alexandra Pickett, Peter Shea
State University of New York
William Pelz
Herkimer County Community College
http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf
Karen Swan
University of Albany