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Teresa Dobler

GarrisonAndersonArcher2000.pdf - 0 views

docs.google.com/...edit

Community of Inquiry

shared by Teresa Dobler on 29 May 14 - No Cached
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Cognitive, social, and teaching presence - students are asked to take on the role of a teacher and help build knowledge with their classmates.
    • alexandra m. pickett
      alexandra m. pickett on 30 May 14
       
      Brilliant, Teresa! Love that you have used this feature of diigo to annotate this paper!
Alicia Fernandez

Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...mr00036.pdf

andragogy adult education adult learners

shared by Alicia Fernandez on 03 Jun 14 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    To be considered a distinct profession with a unique knowledge base (Merriam 2001), the field of adult education advances the idea that teaching adults is different than teaching children. The subject of much debate, this issue has generated assumptions, opinions, and re-search. This publication takes a look at all three in discerning myths and realities associated with the teaching of adults.
Jessica M

Relationships Between Sesnse of Community and Learning on Online Enviornments - 0 views

www.edci.purdue.edu/...site05_proc.pdf

Community Environment Learning

shared by Jessica M on 04 Jun 14 - No Cached
  • Jessica M on 04 Jun 14
     
    community creates higher order learning
Lauren D

Understanding Rubrics by Heidi Goodrich Andrade - 1 views

learnweb.harvard.edu/...rubricar.htm

rubrics feedback education critical_thinking Evaluation

shared by Lauren D on 19 Jun 12 - Cached
  • Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers’ expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define “quality.” One student actually didn’t like rubrics for this very reason: “If you get something wrong,” she said, “your teacher can prove you knew what you were supposed to do!”
  • Lauren D on 19 Jun 12
     
    Rubrics appeal to teachers and students for many reasons. First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define "quality." One student actually didn't like rubrics for this very reason: "If you get something wrong," she said, "your teacher can prove you knew what you were supposed to do!"
Teresa Dobler

Student peer assessment - 0 views

www.keele.org.uk/...bostock_peer_assessment.htm

peer review

shared by Teresa Dobler on 03 Jul 14 - No Cached
  • By judging the work of others, students gain insight into their own performance
    • Teresa Dobler
      Teresa Dobler on 03 Jul 14
       
      Clear advantage of peer assessment!
  • An important role for self and peer assessment is providing additional feedback from peers while allowing teachers to assess individual students less, but better
  • double anonymity of assessors and assessees
  • ...1 more annotation...
  • eaknesses can be avoided with anonymity, multiple assessors, and tutor moderation.
mikezelensky

Understanding and Structuring Inquiry: A Tale of Three Teachers - 0 views

vista.gmu.edu/...NARST-LBW-final-1.pdf

shared by mikezelensky on 15 Aug 14 - No Cached
  • mikezelensky on 15 Aug 14
     
    A look at what it means use inquiry based instruction.
Alicia Fernandez

Assessing online learning: Strategies, challenges and opportunities. - 0 views

www.unh.edu/...essingOnlineLearningReport.pdf

assessment online learning

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Special report features 12 articles that will cause you to examine your current methods of online assessment.
Joy Quah Yien-ling

MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views

webcache.googleusercontent.com/search

collaboration model for online cooperative learning online learning model

shared by Joy Quah Yien-ling on 11 Jul 10 - Cached
  • Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models.   In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
  • Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
  • Cooperation, Collaboration and  Peer-Assessment (3): in the final model,  the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
  • Joy Quah Yien-ling on 11 Jul 10
     
    The article proposes three models for cooperation in Wiki environments. But this is also salient for online collaboration.
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