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Joan Erickson

CriticalThinking.org - Defining Critical Thinking - 2 views

www.criticalthinking.org/...define_critical_thinking.cfm

shared by Joan Erickson on 19 Jun 10 - Cached
  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • taking charge of the structures inherent in thinking andimposing intellectual standards upon them
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      still vague
  • raises vital questions and problems, formulating them clearly andprecisely; gathers and assesses relevant information, using abstract ideas tointerpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      OK I get it
  • Joy Quah Yien-ling on 20 Jun 10
     
    Describes all that we have been doing!
Joy Quah Yien-ling

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory S... - 0 views

jcmc.indiana.edu/...ertmer.html

shared by Joy Quah Yien-ling on 19 Jun 10 - Cached
  • According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
  • According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
  • Joy Quah Yien-ling on 19 Jun 10
     
    "Using Peer Feedback to Enhance the Quality of Student Online Postings"
Joan Erickson

College Accreditation in the United States-- Pg 2 - 0 views

www2.ed.gov/...accreditation_pg2.html

shared by Joan Erickson on 30 Jun 10 - Cached
  • The United States has no Federal Ministry of Education or other centralized authority exercising single national control over postsecondary educational institutions in this country
  • the practice of accreditation arose in the United States as a means of conducting non-governmental, peer evaluation of educational institutions and programs.
  • Verifying that an institution or program meets established standards;
  • ...6 more annotations...
  • Protecting an institution against harmful internal and external pressure
  • Establishing criteria for professional certification and licensure
  • Standards
  • prepares an in-depth self-evaluation study that measures its performance against the standards established by the accrediting agency.
  • Monitoring: The accrediting agency monitors each accredited institution or program throughout the period of accreditation granted to verify that it continues to meet the agency's standards.
  • Reevaluation: The accrediting agency periodically reevaluates
  • Joan Erickson on 30 Jun 10
     
    accrediting an online degree program
alexandra m. pickett

Learning Online Learning - 2 views

shoubang.edublogs.org

shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
Diane Gusa

Five criteria for evaluating a web page - 0 views

olinuris.library.cornell.edu/...webcrit.html

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Diane Gusa on 07 Jun 11
     
    Accuracy, authority, objectivity, coverage, currency
Kristen Della

Web Usability - Welcome - 0 views

www.usability.com.au/index.cfm

web usability module 4 assignment

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    WCAG 2.0 Compliance Checklist February 2009 Checklist has been prepared to help test how well a site complies with the Success Criteria and Sufficient Techniques of the Web Content Accessibility Guidelines Version 2.0. Use of Web 2.0 Tools 26 December 2008 Report on a recent survey into how people use some of the newer features of the web such as blogs, tags and social networking sites.
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.
Diane Gusa

CIIA: Teaching and Learning Resources - Assessment and Outcomes - 0 views

pandora.cii.wwu.edu/...best_practices.asp

Strategies best practices teaching procedure

shared by Diane Gusa on 22 Jun 11 - Cached
  • Engage students in active learning experiences Set high, meaningful expectations Provide, receive, and use regular, timely, and specific feedback Become aware of values, beliefs, preconceptions; unlearn if necessary Recognize and stretch student styles and developmental levels Seek and present real-world applications Understand and value criteria and methods for student assessment Create opportunities for student-faculty interactions Create opportunities for student-student interactions Promote student involvement through engaged time and quality effort
sherrilattimer

DailyTech - Obama Reveals National Wi-Fi Plans, Claims it Will Cut Deficit by $10B USD - 0 views

www.dailytech.com/...article20887.htm

obama broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached
  • According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans.  Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to.  That said, these regions often perform vital functions to our nation's economy like food-growing.
  • According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans.  Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to.  That said, these regions often perform vital functions to our nation's economy like food-growing.
  • The benefits of the public safety network are obvious.  The government will be able to prevent some of the loss of life and property that occurred in events like Hurricane Katrina.  And the public will be less likely to endure the fear and uncertainty that it did on the infamous 9/11 attacks in 2001.
  • ...7 more annotations...
  • the National broadband plan will be executed over the next 10 years, with much of its success criteria targeting improvements at the five year mark.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Under the proposal a "one-time investment" of $5B USD would also be added to the pool.  This investment would go towards expanding rural 4G wireless coverage.
  • Also, it's hard to argue that the government should take no action to try to expand wireless and broadband availability.  Much like high-speed rail, the U.S.'s competitors are spending to expand this infrastructure, and if the U.S. doesn't keep up, it risks becoming a second-class power.  And the private sector, due its focus on profits, has expressed little interest in preventing this from happening.  So at the end of the day the government has to step in, but the questions are "in what way?" and "how much?"
abeukema

Assessment and Online Teaching - 0 views

ualbany.mrooms.net/...assessment.pdf

shared by abeukema on 08 Aug 14 - No Cached
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment plays an important part in the learning process"
    • Jessica M
      Jessica M on 08 Aug 14
       
      "When designing learning programs, the assessment criteria and assessment constraints are usually key determinants of the teaching and learning strategies chosen"
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment for online is underpinned by the same principles of validity, reliability, flexibility and fairness, and uses many of the same strategies used in traditional face-to-face teaching (Booth, Clayton, Hyde, Hartcher & Hungar 2002). What differs mostly is the context of the assessment, the interactions between assessor and those being assessed, and collection and administration processes."
  • ...1 more annotation...
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment plays an important part in the learning process"
  • abeukema on 10 Aug 14
     
    "pedagogy advocating 'alternative assessment' in which assessment is integrated with learning process es and real - life performance as opposed to display of 'inert knowledge'."
Jessica M

http://www.newcastle.edu.au/__data/assets/pdf_file/0010/83809/Student-feedback.pdf - 0 views

www.newcastle.edu.au/...Student-feedback.pdf

Feedback

shared by Jessica M on 16 Aug 14 - No Cached
    • Jessica M
      Jessica M on 16 Aug 14
       
      Good feedback practice: * facilitates the development of self-assessment (reflection) in learning; * encourages teacher and peer dialogue around learning; * helps clarify what good performance is (goals, criteria, expected standards); * provides opportunities to close the gap between current and desired performance; * delivers high quality information to students about their learning; * encourages positive motivational beliefs and self-esteem; and * provides information to teachers that can be used to help shape their teaching (Nicol  & Macfarlane-Dick, 2006
Jessica M

http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20... - 0 views

spfk12.org/...mber%202007_January%202008.pdf

Rubric Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
      In the hands of students, a good rubric can orient learners to the concept of quality as defined by experts in a field, inform self- and peer assessment, and guide revision and improvement. Rubrics can be informative as well as evaluative.
    • Jessica M
      Jessica M on 18 Aug 14
       
      During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative-students assess works in progress to find ways to improve their performance.
Jessica M

https://tspace.library.utoronto.ca/bitstream/1807/30005/1/The%20Reliability%2c%20Validi... - 0 views

tspace.library.utoronto.ca/...ity%20of%20Self-Assessment.pdf

Self-Evaluate Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
       Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities  to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks. 
    • Jessica M
      Jessica M on 18 Aug 14
       
      Other teachers argue that self-assessment has distinctive features that warrant its use. For example, self-assessment provides information that is not easily determined, such as how much effort students expended in preparing for the task.
    • Jessica M
      Jessica M on 18 Aug 14
       
      Still others argue that students learn  more when they know that they will share  responsibility for the assessment of what they have learned. 
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