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alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
alexandra m. pickett

ETAP640 Summer 2011 Blog - 2 views

kbarss.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • So far I am enjoying the experience
  • What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      brilliant!
  • challenge!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self assess!
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      check!
  • ...37 more annotations...
  • I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
  • I have been spending quite a bit of time and energy learning the Moodle system,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
  • It is ENGAGING
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
    • Kimberly Barss
      Kimberly Barss on 03 Jul 11
       
      Yes! The faculty on the SLN website even said that online teaching is an addiction!
  • Blackboard
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      The two other online courses that I took were both on Blackboard. I've never actually taken a course in Moodle. I have no idea what my course will look like when I'm done, but I'm very curious.
  • I’m really starting to get the hang of the expectations for posts
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Took me a while as well, but now I feel more comfortable with my posts. I wasn't doing enough research. Once I started doing that, I felt like I was contributing something to the whole class.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I had the same thought. I only hope that the computer lab is open during my class time.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
  • This course has been the most difficult course that I have ever taken
  • I was teetering between dropping the class
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      i am really glad you did NOT drop the course!!! : ) me
  • punishment
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      : ) seriously teacher-centric...
  • I am still under the impression that the interactions required of us in the discussion space are too numerous. 
  • I LOVE LOVE LOVED that Bill Pelz commented on our posts!  I felt like a celebrity walked into the room and his comments could be equated to getting an autograph. 
  • I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      LOVE the new theme Kim! looks great!
  • half of the requirement for this class.
    • alexandra m. pickett
      alexandra m. pickett on 04 Jul 11
       
      please read the rubric. it is NOT required that you do 12 posts. this is your own self imposed choice if you do. The minimum is 6 - maximum 12. it is entirely up to you.
  • I was given this gift: show your students the importance of reflection. 
  • There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered!  I was being extremely teacher-centered in my approach! 
  •   Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
  • It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together!  Or get the right size and color font.  I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I, like the others in this course, understand. It's a lot of work, but the finished product will be worth it, I'm sure.
  • I think that embedding a youtube video or loading a podcast are in my future and I can’t wait! 
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      Two thumbs up!
  •   I made all of my assignments turned in to me, privately,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I too had made this mistake with some short writing assignments that I was going to have my students write. It was Alex's suggestion to have them blog it that really made sense. This way they could read each others blog entries and leave comments as well.
  • This week, as we are supposed to have the course “done done” I am doubting myself.  Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc.  It just seems like I’m never satisfied.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I thought done, done, done is at the end...aren't we going to have peer feedback next module?
  • I’ll have my master’s in December and I couldn’t be more proud. 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      CONGRATULATIONS! I'll finish in December as well. It's been a long journey, and as much as I've enjoyed it, I'm ready to have my weekends back :-)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      :)
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      congratulations kim!!!!
  • I feel like a late bloomer (I’ll be 26 in November
  • #1- I’m scared of the idea of  real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      "live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
  • feedback
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
  • o there will likely never be online courses at Mildred Elley.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
  • ETAP 680 (research seminar). 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I'll be taking the course in September...how was it? I had hoped that it was just a very long research paper...any such luck? It's my last course for my degree.
  • quality with the traditional classroom in the public eye? 
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
  • prettying up
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Do you mean the background or theme of the course, because I'd love to know how to change that.
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      I am almost three times that....almost :)
    • Diane Gusa
      Diane Gusa on 31 Jul 11
       
      My dissertation chair gave me wonderful advice...Enough is enough! If we recognize that we are always evolving, growing, expanding, deepening our understanding...then we understand that a "project" is just a snap shot of one time in our progress.
  • the more effort you put into it, the more successful you’ll be.
  • One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions.  In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive. 
  • Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work.  I viewed the assignments as busy work, and treated my entries as such.  As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module.  So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve.  I’d rather grow.
  • If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important. 
  • Nothing should be an accident or “just because” in the online teaching environment. 
  • Students don’t want their time wasted.
Diane Gusa

Ten Steps to Better Student Engagement | Edutopia - 0 views

www.edutopia.org/t-learning-teaching-strategies

learning teaching engagement

shared by Diane Gusa on 19 Jun 11 - Cached
  • A teacher in one of my workshops said, "When my students and I are in the flow, then I don't feel like I have to work as hard." I heartily agree.
  • Create an Emotionally Safe Classroom
  • Create an Intellectually Safe Classroom
  • ...5 more annotations...
  • Practice Journal or Blog Writing to Communicate with Students
  • Create a Culture of Explanation Instead of a Culture of the Right Answer
  • Teach Self-Awareness About Knowledge
  • Use Questioning Strategies That Make All Students Think and Answer
  • Include peer evaluation as part of the feedback they receive.
Nicole Arduini-Van Hoose

Created Learning-Centered Syllabi - 0 views

www.hccs.edu/...redSyllabi_learning-manual.pdf

shared by Nicole Arduini-Van Hoose on 10 Aug 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Aug 11
     
    Information on how to create a syllabi that will build community and give power/control to students, and focus on assessment.
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • contribution as creating spaces that evoke desired experiences.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
Diane Gusa

The Application of Learning Style Theory in Higher Education Teaching - 0 views

www2.glos.ac.uk/...kolb2.htm

education Intelligence Multiple learningTheory Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
  • general tendency towards a particular learning approach displayed by an individual.
  • Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
  • ...26 more annotations...
  • Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
  • Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
  • Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
  • What may be possible is to promote an educational environment developed for flexibility at the individual student level.
  • What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
  • his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
  • In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
  • facilitator, and finally to that of a resource to be tapped
  • lecturer's role
  • Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
  • "causer of learning".
  • This approach will tend to create learned helplessness in people
  • Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
  • The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
  • allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
  • The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
  • as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
  • That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
  • This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
  • In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
  • caffold structure
  • clearly communicated and understood aims and objectives for the students at regular intervals.
  • allows students to progressively take control of their learning,
  • but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
  • The application of learning style theory in higher education teaching
    • Diane Gusa
      Diane Gusa on 29 Jun 11
       
      This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
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

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
cpcampbell88

Learning from experience - 0 views

learningfromexperience.com/k-MLED-LFE-website-2-10-08.pdf

shared by cpcampbell88 on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
  • cpcampbell88 on 29 Jul 14
     
    It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
cpcampbell88

The Learning Experience - 0 views

www.achieveglobal.com/...the-learning-experience.aspx

shared by cpcampbell88 on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    AchieveGlobal offers flexible classroom learning and online learning in many forms. All of these solutions create a learning experience that transforms attitudes and skills, preparing learners to excel in a rapidly changing world.
  • cpcampbell88 on 29 Jul 14
     
    AchieveGlobal offers flexible classroom learning and online learning in many forms. All of these solutions create a learning experience that transforms attitudes and skills, preparing learners to excel in a rapidly changing world.
alexandra m. pickett

BBC News - How Douglas Hodge shaped Willy Wonka for the stage - 1 views

www.bbc.co.uk/...entertainment-arts-22853835

module 4 assignment

shared by alexandra m. pickett on 31 Jul 13 - No Cached
  • Charlie Chaplin... Salvador Dali... Fred Astaire... David Bowie... Mick Jagger... Prince... Michael Jackson
    • Luke Fellows
      Luke Fellows on 31 Jul 13
       
      For "Module 4: Picture Assignment" I will link to this page to highlight how imagery can help inspire a performance.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      perfect, Luke! : )
  • "Bowie has been in my mind as someone who disappeared from the public for a long time and then emerged. A strange exotic creature - he seems to inherit a tradition of enigma and exclusiveness
    • Luke Fellows
      Luke Fellows on 31 Jul 13
       
      Hodge draws paralells between Bowie and Wonka
  • Luke Fellows on 31 Jul 13
     
    Douglas Hodge creates Willy Wonka uses scrapbook of character images.
  • alexandra m. pickett on 31 Jul 13
     
    Douglas Hodge creates Willy Wonka uses scrapbook of character images.
lkryder

Moodle in English: Creating a quiz object with hotspots on an image--Moodle 2.4 - 0 views

moodle.org/...discuss.php

images in quizzes hotspots plugins quiz questoins objects

shared by lkryder on 12 Jul 14 - No Cached
  • lkryder on 12 Jul 14
     
    How to use a Moodle plugin to create image based questions with "hot spots" - perhaps others in the class besides me would be interested in these tools and there is a nice video tutorial supplied in one of the replies
Teresa Dobler

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stone_0911.htm

online learning teaching

shared by Teresa Dobler on 08 Jul 13 - No Cached
  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
  • ...4 more annotations...
  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  • lkryder on 11 Jun 14
     
    online and on campus teaching should both take the same amount of prep
Nicole Arduini-Van Hoose

Bringing Life to Online Instruction with Humor - 1 views

radicalpedagogy.icaap.org/...shatz.html

shared by Nicole Arduini-Van Hoose on 29 Jun 10 - Cached
  • Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
  • Of the personal dimensions of teaching, humor is the most human of them all. T
  • Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
  • ...26 more annotations...
  • The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
  • e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
  • simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
  • nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
  • several ways that instructors can enhance visual humor for the online environment
  • journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
  • Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
  • e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
  • For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
  • We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
  • use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
  • For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
  • the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
  • The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
  • The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
  • Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
  • ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
  • For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
  • course, we strongly encourage instru
  • course, we strongly encourage instru
  • luding funny quotes, jokes, and cartoons, and in this section, we identify resources for locating pedagogical humor. When deciding which material to use for the online course, we strongly encourage instructors to c
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • ll the students unders
  • A wide range of hum
  • Sue Rappazzo on 29 Jun 10
     
    "The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device. In a commentary noting the need for humor in online courses, James (2004) observed that "Because humor is one of the major traits of the best, most effective teachers, it is a characteristic that all teachers should want to hone, practice, and nurture, regardless of medium" "
  • Diane Gusa on 09 Jul 11
     
    Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
  • Nicole Arduini-Van Hoose on 12 Jul 11
     
    explain how instructors can incorporate humor in an online course, the enhancement humor can bring, guidelines for locating, selecting, developing, and integrating humor into an online courses, and examples of humor in various online components.
Maree Michaud-Sacks

Creating Social Presence in Online Learning Environments - 0 views

insdsg602-s13-manning.wikispaces.umb.edu/...e%20in%20online%20learning.pdf

online learning social presence

shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    This article suggests strategies for creating social presence
alexandra m. pickett

Celeste's Thoughts - Some thoughts on education… - 0 views

cdsgrn7.edublogs.org

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • taper
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 13
       
      i think you mean "tailor"
  • if you truly have “learned it” you should be able to teach the information to someone else.  For instance, with the creation of our online course, we have learned how to properly create a successful online course.  Not only do I feel I have been able to successfully create an online course but, I feel I could help/teach my coworkers to do the same.  If I feel I would be able to transfer my knowledge to other, I have “learned it”.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 13
       
      BRILLIANT!
  • The thought of switching courses even passed through my mind but, I am VERY glad I did not go down that path. 
Celeste Sisson

EBSCOhost: Upside down and inside out: Flip Your Classroom to Improve Student Learning - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

shared by Celeste Sisson on 08 Jun 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Faulkner  welcomes the students and talks about  the day's task as he puts a couple of  key problems on the electronic whiteboard to check for understanding on  last night's video lesson.
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      . If several students are  stuck on a problem, he might work  through more examples on the board  at the front of the class. And, just to  be sure, there are daily spot quizzes,  often using clickers so the students  and teacher get immediate results.
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      create a Moodle  site for each course. It soon became  clear that they'd have to create their  own video lessons rather than relying on prepackaged web courses or  lessons. Once the district agreed to  unblock YouTube, they embedded  the video lessons in each course site. 
  • ...2 more annotations...
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Classroom management was another challenge, says 20-year veteran  teacher Rob Warneke: "Kids need to  be trained and guided to stay on task,  work collaboratively, solve their own  problems, be disciplined," he says.  "This is harder than making everyone  be quiet during a lecture. Thinking  and learning can be quite noisy!"
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Students with no internet  connection can get the lessons on a  jump drive or CD.
Maree Michaud-Sacks

Inverting-the-Classroom_-A-Gateway-to-Creating-an-Inclusive-Learning-Environment.pdf - 0 views

www.flipteaching.com/...usive-Learning-Environment.pdf

flipped classroom

shared by Maree Michaud-Sacks on 08 Jun 13 - No Cached
  • Maree Michaud-Sacks on 08 Jun 13
     
    This article applies the flipped classroom methodology to economics education
Heather Kurto

What is Online Presence? | online learning insights - 0 views

onlinelearninginsights.wordpress.com/...what-is-online-presence

online presence

shared by Heather Kurto on 13 Jun 13 - No Cached
  • What is online presence?
  • There are several definitions of online presence, but I think the best term to describe online presence is ‘being there’ and ‘being together’ (Creating a Sense of Presence in Online Teaching)
  • Online learning should not about the technology but about the learning interactions – and being there
  • ...5 more annotations...
  • Three Dimensions
  • social presence, cognitive presence and teaching presence. By
  • Teaching Presence
  • guiding and structuring and communicating
  • Sources: http://www.slideshare.net/alexandrapickett/teaching-presence
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