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Alicia Fernandez

Learner Generated Contexts - 0 views

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    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
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    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
Diane Gusa

Study Hacks » Blog Archive » Heidegger with Hefeweizen: Rethinking the Power ... - 0 views

  • the context in which you do academic work is extremely important, yet most of us give it little consideration…
  • I introduced the idea of adventure studying
  • seeking the unusual and mentally-stimulating over the standard and easy — you’ll reap benefits in two crucial areas: the sophistication of your understanding, and, more importantly, your enjoyment of student life.
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    "the setting for your academic work is as important as your methods. "
Alicia Fernandez

Heutagogy & The Craft of Teaching | The Heutagogic Archives - 0 views

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    Garnett's blog post about his continued work on learner generated contexts and teaching incorporating heutagogy
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    Garnett's blog post about his continued work on learner generated contexts and teaching incorporating heutagogy
Jessica M

Teaching in an Online Learning Context - 0 views

  • Activities in this category of teaching presence include building curriculum materials.
  • design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
  • Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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  • personalized tone within the course content.
  • his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
  • This writing style helps the learner to identify, in a personalized way, with the teacher.
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    This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - Vol5:2: Assessing Teaching Presence in a Compu... - 0 views

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    ABSTRACT: This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer's [1] model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories - design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.\nhttp://www.aln.org/publications/jaln/v5n2/pdf/v5n2_anderson.pdf
Heather Kurto

AJET 27(1) Tee and Lee (2011) - From socialisation to internalisation: Cultivating tech... - 0 views

  • is needed is an approach that helps teachers learn how to choose, apply, evaluate and further develop different configurations of tools and artifacts - digital and otherwise - depending on their practice, their learners, the contexts they are in, and the nature of the subject they teach. If this sounds like teaching our teachers how to fish, it is. They should not be given a prescribed technology or the proverbial fish; instead, they must learn how to fish, or specifically to think through, critically choose or design and configure, learn and apply technologies that will best meet the teaching and learning needs that exist within their context. If this can be done, teachers can go beyond thinking of themselves as merely being passive consumers of technological tools and begin thinking of themselves as being designers or purposeful users of technology specifically to aid students' learning.
  • Koehler and Mishra (2007) explained that good teaching with technology for a given content is complex and multidimensional. It requires a nuanced understanding of how a combination of certain technologies and pedagogical technique can make learning of a particular content area more meaningful.
  • Key design considerations for creating activities and conditions tofacilitate socialisation, externalisation, combination and internalisation
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  • Socialisation and externalisation largely manifested in the form of class discussions and out of class group discussions. Both externalisation and combination can be seen in the wiki based e-book project and higher stakes presentation at the end of the course. Internalisation was stimulated in the implementation and oral reflections in class, and the reflections they were writing for the course.
Heather Kurto

JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

  • There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
  • A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
  • ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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  • The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
  • Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
  • Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
  • Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
  • Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
  • This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
  • Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
  • Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
diane hamilton

Teachers' Domain: Search: reading workshop - 0 views

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    I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
diane hamilton

Reasons to Read | OER Commons - 0 views

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    I will use this video in my course as an additional resource for student choice viewing. One of my modules is on contexts of literacy learning and this video is a brief glimpse of an actual classroom Reading Workshop in progress. In this module, students will be given a set of online resources to view in addition to the texts for the module. Students will choose which to view and will include these viewings in their discussion of module content. (Diane)
Joan McCabe

Assessing Teacher Presence in a Computer Conferencing Context | The Sloan Consortium - 0 views

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    Describes teaching presence through the Community of Inquiry framework.
alexandra m. pickett

http://igitur-archive.library.uu.nl/ivlos/2006-1216-204736/pol - the affordance of anch... - 0 views

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    Describes anchored discussion. Compares regular discussion with anchored discussion.
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    Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.
diane hamilton

Cognitive Approaches to Instructional Design - 0 views

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    older piece on cognitive instructional design - ideas may be transferable to present day online contexts interested in achieving real-world simulation and learning through social participation
Diana Cary

Educational Leadership:Teaching for Multiple Intelligences:Integrating Learning Styles ... - 0 views

  • Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)
  • Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.
  • Student Choice: Assessment Products by Intelligence and Style
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  • In integrating these major theories of knowledge, we moved through three steps. First, we attempted to describe, for each of Gardner's intelligences, a set of four learning processes or abilities, one for each of the four learning styles. For linguistic intelligence, for example, the Mastery style represents the ability to use language to describe events and sequence activities; the Interpersonal style, the ability to use language to build trust and rapport; the Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-expressive style, the ability to use metaphoric and expressive language.
  • In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).
  • Learning styles are not fixed throughout life, but develop as a person learns and grows.
  • The following are some strengths of learning-style models
  • They tend to focus on how different individuals process information across many content areas.
  • They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.
  • They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.
  • Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.
  • Second, these models are sometimes less sensitive than they should be to the effects of context on learning.
  • Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.
  • But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.
  • The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential
  • Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other
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    This article discusses integrating learning styles with multiple intelligences
dkiesel

Getting Started with Chrome extension - Diigo help - 0 views

  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
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    For anyone who needs the tutorial on Chrome and Diigo
Sue Rappazzo

Situated Cognition - 0 views

  • Miller and Gildea's (1987) work on vocabulary teaching has shown how the assumption that knowing and doing can be separated leads to a teaching method that ignores the way situations structure cognition. Their work has described how children are taught words from dictionary definitions and a few exemplary sentences, and they have compared this method with the way vocabulary is normally learned outside school. People generally learn words in the context of ordinary communication. This process is startlingly fast and successful. Miller and Gildea note that by listening, talking, and reading, the average 17-year-old has learned vocabulary at a rate of 5,000 words per year (13 per day) for over 16 years. By contrast, learning words from abstract definitions and sentences taken out of the context of normal use, the way vocabulary has often been taught, is slow and generally unsuccessful. There is barely enough classroom time to teach more than 100 to 200 words per year. Moreover, much of what is taught turns out to be almost useless in practice. They give the following examples of students' uses of vocabulary acquired this way:
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    Situated cognition-learning language/vocabulary
Sue Rappazzo

Research: Students Actually Use the Internet for Education -- THE Journal - 0 views

  • New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."
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    Maybe there is hope!
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    The kids are engaging and participating meaningfully and purposefully online. We should pay more attention to contexts for engagement. When it is personally meaningful, kids will engage (ie. American Idol auditions), and when it isn't (college classes), they won't. Time to look at elements in the contexts which encourage meaningful participation.
Anne de la Chapelle

Curriculum & Instruction - All Programs Degrees - 0 views

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    Interested in a career or education in Curriculum & Instruction? Find online, distance learning, and campus based programs and courses best matching your goals. Search from thousands of programs offering associate's degrees, bachelor's degrees, master's degrees, graduate certificates and diplomas from top colleges, universities and trade schools." />N5RZ9LHY4M3AH7X/e8xHeryksaGvJLuBZ9p3ZOGojOo=
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