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Irene Watts-Politza

E Pedagogy - 2 views

  •   E-Pedagogy: Does e-learning require a new pedagogy?  5 The emergence of e-learning  As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as  Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes  facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
  • changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia  is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
  • George Siemens introduced this theory in his paper Connectivism: Learning as networkcreation (2004) to address “the shortcomings of behaviourist, cognivitist andconstructivist ideologies”.Connectivism conceptualises knowledge and learning as a network, consisting of nodesand connections. Knowledge, at any point in time, is a particular (probably temporary)configuration of nodes and connections (a sub-network). Learning creates newconnections between existing nodes (changes to existing knowledge) and/or creates newnodes (entirely new knowledge). Learning, therefore, is about network (node andconnection) creation.His theory differentiates between data, information, knowledge and meaning: •   Data : raw elements •   Information : data with intelligence applied •   Knowledge : information in context and internalised •   Meaning : comprehension of the nuances, value and implications of knowledge.“Learning is the process that occurs when knowledge is transformed into something of meaning.”Connectivism embraces eight principles:1.   Learning and knowledge rest in diversity of opinion.2.   Learning is a process of connecting specialised nodes or information sources.3.   Learning may reside in non-human applicances.4.   Capacity to know is more important that what is currently known.5.   Maintaining connections is needed for continual learning. (function() { var pageParams = {"origHeight": 1276, "origWidth": 902, "fonts": [3, 1, 2, 4, 0], "pageNum": 9}; pageParams.containerElem = document.getElementById("outer_page_9"); pageParams.contentUrl = "http://html2.scribdassets.com/4o2mjijnuo850n3/pages/9-7fefce237b.jsonp"; var page = docManager.addPage(pageParams); })(); Scribd.Ads.addBetweenPageUnit(9);   E-Pedagogy: Does e-learning require a new pedagogy? left: 3830px; top: 276px; color
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  • hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
  • Rote learning of factual information, which typifies behaviourism, isvalueless when students are one click away from Google and Wikipedia. The “teacher-knows-best” idiom of cognivitism is questionable in a time of “the wisdom of the crowd”.The constructivist approach (and, particularly, social constructivism) appears to be abetter fit for 21st century learning – but needs to be updated to embrace the modernlearning environment that includes virtual worlds such as Second Life. ‘Connectivism’,‘E-moderating’, ‘E-Learning 2.0’ and ‘Assessment 2.0’ may not provide the answer – butdo highlight the problems with the status quo and emphasise the need for a newapproach to teaching, learning and assessment
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    "Does e-learning require a new approach to teaching and learning?" This is an interesting paper about pedagogical approaches to e-learning and e-teaching. Do you believe we need a new approach for online learning? What is your pedagogical approach to e-learning and e-teaching?
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    What is your pedagogical approach to e-learning and e-teaching?
Joy Quah Yien-ling

Video Creation Resources from Free Technology for Teachers: - 1 views

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    Make videos using online apps.
Amy M

A first look at the P2Pu Open Badges 101 challenges - YouTube - 1 views

    • Amy M
       
      This a video students have to watch in the course.  Also, it's where I got a basic idea to build my own.  It's a little more higher ed/college course focused.
    • Amy M
       
      It's also great that this is only 2.41 minutes.  Short is good when dealing with videos.  Mod everything.
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    youtube is excellent for OER.  in fact, I am only using OER resources in my course.  i'm not actually doing any content creation.
Maria Guadron

TWW An Educator's Guide to VoiceThread - 0 views

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    Many tips for educators on the use of VoiceThread. Once you create a VoiceThread for a course, you can duplicate your creation, add a unique name and use it again for a different section.
Maria Guadron

An Educator's Guide to Using VoiceThread - 0 views

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    Many tips for educators on the use of VoiceThread. Once you create a VoiceThread for a course, you can duplicate your creation, add a unique name and use it again for a different section.
lkryder

Moodle - Creating a Quiz - 0 views

  •  In “Adaptive mode” under Question behavior-- "How questions behave" drop down menu, students can immediately submit an answer to an individual question, receive feedback, and attempt it again if they answered it incorrectly. Incorrect answers will receive a penalty determined by the “Penalty factor” that you specify in each question’s settings.
    • lkryder
       
      Here is a great way to include formative assessment and student feedback loops adaptively in the online course
  • Here you may select the group mode for the quiz and if the quiz is visible to students right away.  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
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  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  •  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • Make sure that one of the “Overall feedback” boxes in the “Review options” settings is checked if you want students to see overall feedback.
  •  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  •  Common Module Settings: Here you may select the group mode for the quiz and if the quiz is visible to students right away.  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes. 13. Restrict Access: Access to the quiz can be restricted to only a certain time period here.  Also a grade requirement from another activity may be set.
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    Item 7 in this list of quiz creation steps has a good explanataion of how to use the adaptive aspect of the quizzing tool with the "penalty factor"
Joy Quah Yien-ling

Melissa's Fuzzwich Creation | Social Studies Another Way - 0 views

    • Joy Quah Yien-ling
       
      This is delightful, Mrs P.!!
Nicole Arduini-Van Hoose

Identifying the pitfalls for social interaction in computer-supported collaborative lea... - 1 views

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    2 pitfalls identified in the creation of social presence in an online environment
katespina

Understanding the Antecedents of Effective Knowledge Management: The Importance of a Kn... - 1 views

  • those organizational qualities that encourage knowledge creation and dissemination
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    This discusses the idea of cooperative learning - encouraging knowledge creation and the spread of the knowledge that is gained.
Hedy Lowenheim

Universities Team With Online Course Provider - NYTimes.com - 0 views

  • At SUNY, which has 468,000 students at 64 campuses, the Coursera partnership is tied to Chancellor Nancy L. Zimpher’s announcement this year of Open SUNY, an online effort to enroll 100,000 new students and make it possible for a quarter of them to earn a degree in three years.
    • Hedy Lowenheim
       
      Great to see that SUNY is partnering up with Coursera! This is a very exciting development for the world of online learning!
  • “We hope this will help public universities do more with the less they’re getting in state support,” Dr. Koller said.
    • Hedy Lowenheim
       
      Public education funding seems to be in constant jeopardy these days. Adding distance learning classes at an extremely low price has the potential to bring college level classes to students who might never have had the opportunity to attend a university.
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  • Some faculty resistance has emerged recently against using online materials, even if they are blended with classroom work. This week, 58 Harvard professors wrote a letter seeking the creation of a new committee to consider the ethical issues related to edX and its impact on higher education.
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    Universities Team With Online Course Provider By TAMAR LEWIN "In a move that could open online classes to 1.25 million students at public institutions, a California company is forming partnerships with 10 large state university systems."
alexandra m. pickett

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

  • taper
    • alexandra m. pickett
       
      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
       
      BRILLIANT!
  • The thought of switching courses even passed through my mind but, I am VERY glad I did not go down that path. 
Diana Cary

Facilitating Interaction in Computer Mediated Online Courses - 0 views

  • In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
  • The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
  • Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
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  • control
  • From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
  • Students become complex problem-solvers rather than just memorizers of facts
  • Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
  • Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
  • Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
  • From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
  • From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
  • From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
  • More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
  • Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
Maria Guadron

Alex Pickett - Keys to Success - 0 views

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    Describes keys for successful online course creation. Describes keys to being an effective online instructor.
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    Presentation by Alexandra M. Pickett - Keys to Success: Are you ready to develop an online course?
Irene Watts-Politza

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

  • Another notable trend is towards more object-based, contextual, or activity-based models of learning. It is not so much a question of building and sustaining networks as of finding the appropriate sets of things and people
  • and activities. CloudWorks, a product of the OU-UK, is an example of this new trend, in which objects of discourse are more important than, or at least distinct from, the networks that enable them (Galley, Conole, Dalziel, & Ghiglione, 2010).
  • The next step in this cycle would seem to be, logically, to enable those sets to talk back to us: to find us, guide us, and influence our learning journeys. This represents a new and different form of communication, one in which the crowd, composed of multiple intelligences, behaves as an intentional single entity.
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  • PageRank algorithm behind a Google search works in exactly this way, taking multiple intelligent choices and combining them to provide ranked search results (Brin & Page, 2000).
  • it is not individuals, groups, or networks that help us to learn but a faceless intelligence that is partly made of human actions, partly of a machine’s.
  • We and others have described these entities in the past as collectives (Segaran, 2007).
  • Despite the ubiquity of such systems, what still remains unclear is how best to exploit them in learning. However, it seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of collectives.
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses. These contributions may be reflections, critical comments, learning objects and resources, and other digital artifacts of knowledge creation, dissemination, and problem solving.
  • Teaching presence in connectivist learning environments also focuses on teaching by example. The teachers’ construction of learning artifacts, critical contributions to class and external discussion, capacity to make connections across discipline and context boundaries, and the sum of their net presence serve to model connectivist presence and learning.
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    Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.
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    Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.
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    Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada
Amy M

Flipping Bloom's Taxonomy | Powerful Learning Practice - 0 views

  • I think the revised Bloom’s Taxonomy is wrong.
  • In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text book reading, and then eventually create their own.
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    Fipping blooms
Julie DelPapa

Teachers' Domain: Animal Babies - 3 views

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    Nearly all animals begin their lives as babies. Birds as well as many species of reptiles, amphibians, and fish emerge from eggs. These animals are called hatchlings. Most invertebrates, including insects and mollusks, also emerge from eggs. These creatures are called either larvae or nymphs, depending on the species. For my class creation
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    trying to highlight, or sticky note... I plan on using this for inspriation on my what do baby animals look like module, I would also consider using the discussion question that are here, they got me thinking...
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    ok... excellent i see this comment now.
Lisa Martin

Scaffolding for Success - 0 views

  • "Structure" is the key word. Without clear structure and precisely stated expectations, many students are vulnerable to a kind of educational "wanderlust" that pulls them far afield.
  • 1) Scaffolding provides clear directions
  • 3) Scaffolding keeps students on task
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  • 8) Scaffolding creates momentum
  • in Chapter 4, "Students in Resonance," the work gathers speed. The drive toward meaning is accelerated. The essential question and its subsidiary questions create suction, drive, urgency and motivation.
  • If done well, a scaffolded lesson should nearly scream with efficiency. Teachers and students should shake their heads in disbelief.
    • Irene Watts-Politza
       
      Love the hyperbole.
  • Scaffolding "distills" the work effort. Focus. Clarity. Time on task.
  • almost like an avalanche of thoughts, accumulating insight and understanding.
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    An article on scaffolding.
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    Ten steps to creation of tighter online research modules with common sense suggestions for effective design.
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    This article was originally shared by Irene, I found it useful to look at scaffolding in this course this semester.
Amy M

The Wider Impact of Moore's Law - 0 views

shared by Amy M on 20 Jun 12 - No Cached
  • Moore’s original 1965 article described doubling the number of transistors every 12 months, rather than today’s popular form, which has microprocessor performance doubling every 18 months
  • A huge collateral effect of Moore’s Law was the creation of the commercial software industry as a meaningful force in the economy. This took place in two ways. First, the falling cost and wide availability of powerful processors greatly increased the number of computers in use, and thus successful software products could be sold in enormous numbers at modest prices.
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    Rate of technology changes
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
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  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
       
      Here's the money.
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    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Lisa Martin

Creating the Perfect Balance: Course Interaction | My Reflection's on Online Course Cre... - 0 views

  • the quality of interaction is more important than the quantity
    • Lisa Martin
       
      I feel like I can finally REALLY READ and digest what people are saying in their posts now.
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