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Diane Gusa

RESEARCH IN ONLINE LEARNING COMMUNITY - 0 views

www.ascilite.org.au/...chtu_frame.html

online community social presence learning

shared by Diane Gusa on 13 Jul 11 - No Cached
  • RESEARCH IN ONLINE LEARNING COMMUNITY
  • High Social PresenceLearning in an online learning community occurs as an active social process that is defined as: "the level of social presence depends upon social context, online communication, and interactivity (Tu & McIsaac, 2002)." Online social presence (Hiltz, 1998) is required to ensure the online interaction necessary to sustain community activity. Social presence is a critical factor that affects the online learning community. Gunawardena and Zittle (1997) found that social presence is the predictive of the satisfaction of online learners with their learning. Social presence, online learners' social relationships, tasks being engaged in (Tu & Corry, 2002b), communication styles and personal characteristics have impacts on online learning (Tu & McIsaac, 2001). Therefore, researchers concluded that to foster an ideal online learning community, one should increase and idealize the level of social presence
  • Computer-mediated communication democratizes the online learning environment (DiMatteo, 1990; Rheingold, 1993; Sproull & Kiesler, 1991a
  • ...7 more annotations...
  • ..for anyone to become an information provider for others, thereby both democratizing information access and enabling new roles for network users. In the most successful online courses, students assume some of the roles that traditionally belong to the instructor" (p. 208).
  • Because of the blurred roles of students and teachers, more weight is placed on the learning process/experience than upon roles. In other words, both students and teachers, as learners, share their responsibilities in online learning. Morrison (1995) argued that the learning process is unbounded by time (when one learns), space (where one learns), mode (how one learns), pace (the rate at which one learns), level (the depth of learning) and role (with whom one learns). Therefore, it is not merely learner-centered; in fact, an online learning community is a learner-driven process. While the learning is in transition from teacher-centered to learner-driven, the focus which had emphasized the needs of organization, government, and institutional is moving to a focus on community-centered needs. This shift has made lifelong learning more important.
  • Effective learning occurs in active approaches that present learning as a social process that takes place through communication with others (Hiltz, 1998; Mead, 1934)
  • Social interaction is a key component in social learning according to Vygotsky's theory.
  • "The level of social presence depends upon social context, online communication, and interactivity. When the level of social presence is high, there is a potential that online learners will engage more interactively in online activities (Tu & McIsaac, 2002).
  • In a knowledge construction community, one should have the opportunity to make contributions that will enhance the total learning value of the community. L
  • Chih-Hsiung Tu
  • Diane Gusa on 13 Jul 11
     
    conference paper
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
  • ...26 more annotations...
  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views

www.iier.org.au/khine.html

ways knowing study learning module 4 assignment

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
Diane Gusa

Indigenous Knowledge Systems/Alaska Native Ways of Knowing - 0 views

www.ankn.uaf.edu/...Indigenous_Knowledge.html

knowledge systems native ways knowing module 4

shared by Diane Gusa on 07 Jul 11 - No Cached
  • This article seeks to extend our understanding of the processes of learning that occur within and at the intersection of diverse world views and knowledge systems, drawing on experiences derived from across Fourth World contexts, with an emphasis on the Alaska context in particular
  • Until recently there was very little literature that addressed how to get Western scientists and educators to understand Native worldviews and ways of knowing as constituting knowledge systems in their own right, and even less on what it means for participants when such divergent systems coexist in the same person, organization or community.
  • issues on a two-way street, rather than view them as a one-way challenge to get Native people to buy into the western system.
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  • ecognize the limitations of a mono-cultural education system,
  • While western science and education tend to emphasize compartmentalized knowledge which is often de-contextualized and taught in the detached setting of a classroom or laboratory, indigenous people have traditionally acquired their knowledge through direct experience in the natural world.
  • The incongruities between western institutional structures and practices and indigenous cultural forms will not be easy to reconcile
  • The complexities that come into play when two fundamentally different worldviews converge present a formidable challenge.
  • As a concept, indigenous knowledge benchmarks the limitations of Eurocentric theory — its methodology, evidence, and conclusions — reconceptualizes the resilience and self-reliance of indigenous peoples, and underscores the importance of their own philosophies, heritages, and educational processes. Indigenous knowledge fills the ethical and knowledge gaps in Eurocentric education, research, and scholarship (2002:5).
  • The study of indigenous knowledge systems as it relates to education falls into three inter-related research themes: documentation and articulation of indigenous knowledge systems; delineating epistemological structures and learning/cognitive processes associated with indigenous ways of knowing; and developing/assessing educational strategies integrating indigenous and western knowledge and ways of knowing.
abeukema

Aristotle's Lantern: On Questioning and Perplexity - 0 views

www.philosophy-of-education.org/...younisaristotleaporias.pdf

perplexity education etap640

shared by abeukema on 04 Jun 14 - No Cached
  • abeukema on 04 Jun 14
     
    (some reflections in the context of Higher Education in the 21st Century)
sherrilattimer

ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views

eric.ed.gov/?id=ED468614

adults

shared by sherrilattimer on 04 Jun 14 - No Cached
  • sherrilattimer on 04 Jun 14
     
    Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)
  • sherrilattimer on 04 Jun 14
     
    This is the link to the abstract page of the pdf file for the article.
Alicia Fernandez

The Illusory Theory of Multiple Intelligences | Psychology Today - 0 views

www.psychologytoday.com/...-theory-multiple-intelligences

multiple intelligences Gardner

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    Article argues that Gardner's theory of multiple intelligences looks to be a confused and nebulous set of claims that have not been empirically validated. Many of Gardner's proposed "intelligences" appear to be explainable in terms of existing concepts of personality and general intelligence, so the theory does not really offer anything new. Additionally, some of the proposed "intelligences" are poorly defined (particularly intrapersonal) and others (e.g. musical) may be more usefully thought of as skills or talents. The popularity of Gardner's theories in educational contexts may reflect its sentimental and intuitive appeal but is not founded on any scientific evidence for the validity of the concept.
Alicia Fernandez

Achieving meaningful online learning through effective formative assessment - 0 views

www.ascilite.org.au/...Gikandi-poster.pdf

online learning formative assessment

shared by Alicia Fernandez on 05 Jul 14 - No Cached
  • Alicia Fernandez on 05 Jul 14
     
    An online course was studied to investigate how integration of formative assessment enhanced the course design to facilitate learner engagement with meaningful learning experiences within the context of ICT-related professional development for teachers.
sschwartz03

NCSALL: How Teachers Change - 0 views

www.ncsall.net/index.html@id=395.html

shared by sschwartz03 on 29 Jun 14 - No Cached
  • sschwartz03 on 29 Jun 14
     
    Morimoto, K. (1973). "Notes on the context for learning." Harvard Educational Review, 10(4), 245-257.
Alena Rodick

A Framework for Designing Questions for Online Learning - 0 views

www.iddl.vt.edu/...frame.html

learning Theories instructional_design questioning

shared by Alena Rodick on 02 Jul 14 - No Cached
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • t least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • ...3 more annotations...
  • At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.
  • Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education.
  • Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion.
  • Alena Rodick on 02 Jul 14
     
    "The discussion method is one of the most commonly used pedagogical techniques in the online classroom. Discussion is widely used because it can promote several types of thinking-and certain types of thinking especially those characterized as constructivist, are important in education. Proper attention to the design, facilitation, and maintenance of an online instructional discussion is critical to promote students' constructive thinking. Questioning is a significant instructional design element for the promotion of effective discussion. This article describes a theoretical framework for designing questions for starting online discussion and follow-up questions to maintain the discussion. This framework is placed within a broader context of discussion within a constructivist, online environment. Numerous examples of discussion questions which were gathered from experienced online instructors are presented with the goal of preparing students and teachers to participate effectively in online discussions."
Alicia Fernandez

Rey's Story: School of Thought--A Vision for the Future of Learning - YouTube - 0 views

www.youtube.com/watch

educational technology simulations performance assessment

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    In this first episode of the School of Thought video series, the future of education technology is explored by following Rey, a high school student. Using games and simulations, Rey is highly engaged with a performance assessment, which requires him to apply higher-order thinking skills to work through thematically-linked activities set in real-world contexts
Maree Michaud-Sacks

The Relationship of Social Presence and Interaction in Online Classes - 0 views

portfolio.educ.kent.edu/...jp_tu%20mcissac.pdf

social presence online learning

shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    Discusses social presence in terms of: Social context Online Communication Interactivity
Maree Michaud-Sacks

Strategies for Managing Large Online Classes - 0 views

scholarworks.boisestate.edu/...viewcontent.cgi

large online course

shared by Maree Michaud-Sacks on 07 Jun 13 - No Cached
  • Maree Michaud-Sacks on 07 Jun 13
     
    Strategies to manage large online courses
Maree Michaud-Sacks

Inverted Classroom - 0 views

scholarworks.gvsu.edu/...viewcontent.cgi

flipped classroom

shared by Maree Michaud-Sacks on 08 Jun 13 - No Cached
  • Maree Michaud-Sacks on 08 Jun 13
     
    this article describes the flipped classroom method with some research results
Heather Kurto

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

www.technologysource.org/...274

effective teaching evaluating online courses

shared by Heather Kurto on 13 Jun 13 - No Cached
  • Instructors should provide clear guidelines for interaction with students.
  • Establish policies describing the types of communication that should take place over different channels.
  • Well-designed discussion assignments facilitate meaningful cooperation among students.
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  • Set clear standards for instructors' timelines for responding to messages.
  • Discussions should be focused on a task.
  • Discussion groups should remain small.
  • Only at the end of all presentations did the instructor provide an overall reaction to the cases and specifically comment about issues the class identified or failed to identify. In this way, students learned from one another as well as from the instructor.
  • Tasks should always result in a product.
  • Tasks should engage learners in the content.
  • Learners should receive feedback on their discussions.
  • earners should be required to participate
  • Instructors should post expectations for discussions.
  • "information feedback" and "acknowledgement feedback."
  • Information feedback provides information or evaluation, such as an answer to a question, or an assignment grade and comments.
  • Acknowledgement feedback confirms that some event has occurred.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • nstructors can still give prompt feedback on discussion assignments by responding to the class as a whole instead of to each individual student. In this way, instructors can address patterns and trends in the discussion without being overwhelmed by the amount of feedback to be given.
  • egularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
  • Communicating high expectations for student performance is essential. One way for instructors to do this is to give challenging assignments.
  • Another way to communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are goo
  • Allowing students to choose project topics incorporates diverse views into online courses.
Diana Cary

Taylor & Francis Online :: The Effect of Context-Based Video Instruction on Learning an... - 0 views

www.tandfonline.com/...s15389286ajde1904_3

online video instruction motivation distance education synchronous asynchronous building community

shared by Diana Cary on 16 Jun 13 - No Cached
  • In addition, the learners reported that the video-based instruction was more memorable than the traditional text-based instruction
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