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Maria Guadron

Social workers' learning about empirical research methods: a problem of pedagogy or epi... - 0 views

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    Read Martin Webber's blog entry about empirical research methods and other types of knowledge in the discipline of Social Work.
Alicia Fernandez

Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review - 0 views

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    Article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuro- science that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings.
Hedy Lowenheim

Capitol Confidential » Which SUNY campus has the worst graduation rate? - 0 views

  • SUNY’s outpost at Cornell University boasted the highest six-year graduation rate, 94.2 percent, while the mostly-remote Empire State College has the lowest, at 16.1 percent. Of brick-and-mortar campuses, SUNY Canton has the lowest rate at 32.1 percent.
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    Thought this might be of interest...SUNY Graduation statistics for every SUNY school. Empire College, which is almost entirely online, is reported to have the lowest graduation rates.
alexandra m. pickett

ETAP 640 Liz Keeney | Summer 2013 - 0 views

  • ‘productive inquiry
    • alexandra m. pickett
       
      citation!! check the rubric!
  • By viewing this diagram, I really got the idea of creating a meaningful learning environment by combining the empirical research into a clear and precise diagram;
    • alexandra m. pickett
       
      this statement does not really make sense...
  • giving it.
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  • This could also be due to my “millennial” nature and my “self-absorbedness” when it comes to my grades—something that Luke (4) also mentioned.
  • A lot of what I was saying had to do with the instructor facilitating instruction rather than purely teaching it…something very common in our discussions. By the end of this course, I learned that along with being a facilitator, the instructor must be a supporter and help the online learner throughout their successes and struggles—something that I often do not experience in asynchronous learning.
  • My discussion postings have gone from “skimming” the top of empirical research to truly digging into the topic and making my learning visible for my professor and my classmates. I learned how to research topics properly and write my findings in a clear, conversational way.
Anneke Chodan

Overview of Instructor Responsibilities - 0 views

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    Empire State College's Center for Distance Learning overview of instructor responsibilities.
Maria Guadron

Definition of Social Work | IFSW - 0 views

  • Send me updates var fnames = new Array();var ftypes = new Array();fnames[0]='EMAIL';ftypes[0]='email'; try { var jqueryLoaded=jQuery; jqueryLoaded=true; } catch(err) { var jqueryLoaded=false; } var head= document.getElementsByTagName('head')[0]; if (!jqueryLoaded) { var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://ajax.googleapis.com/ajax/libs/jquery/1.4.4/jquery.min.js'; head.appendChild(script); if (script.readyState && script.onload!==null){ script.onreadystatechange= function () { if (this.readyState == 'complete') mce_preload_check(); } } } var script = document.createElement('script'); script.type = 'text/javascript'; script.src = 'http://downloads.mailchimp.com/js/jquery.form-n-validate.js'; head.appendChild(script); var err_style = ''; try{ err_style = mc_custom_error_style; } catch(e){ err_style = '#mc_embed_signup input.mce_inline_error{border-color:#6B0505;} #mc_embed_signup div.mce_inline_error{margin: 0 0 1em 0; padding: 5px 10px; background-color:#6B0505; font-weight: bold; z-index: 1; color:#fff;}'; } var head= document.getElementsByTagName('head')[0]; var style= document.createElement('style'); style.type= 'text/css'; if (style.styleSheet) { style.styleSheet.cssText = err_style; } else { style.appendChild(document.createTextNode(err_style)); } head.appendChild(style); setTimeout('mce_preload_check();', 250); var mce_preload_checks = 0; function mce_preload_check(){ if (mce_preload_checks>40) return; mce_preload_checks++; try { var jqueryLoaded=jQuery; } catch(err) { setTimeout('mce_preload_check();', 250); return; } try { var validatorLoaded=jQuery("#fake-form").validate({}); } catch(err) { setTimeout('mce_preload_check();', 250); return; } mce_init_form(); } function mce_init_form(){ jQuery(document).ready( function($) { var options = { errorClass: 'mce_inline_error', errorElement: 'div', onkeyup: function(){}, onfocusout:function(){}, onblur:function(){} }; var mce_validator = $("#mc-embedded-subscribe-form").validate(options); $("#mc-embedded-subscribe-form").unbind('submit');//remove the validator so we can get into beforeSubmit on the ajaxform, which then calls the validator options = { url: 'http://ifsw.us4.list-manage2.com/subscribe/post-json?u=2ba1006fc5fe4f46217ba1378&id=f1659bc18d&c=?', type: 'GET', dataType: 'json', contentType: "application/json; charset=utf-8", beforeSubmit: function(){ $('#mce_tmp_error_msg').remove(); $('.datefield','#mc_embed_signup').each( function(){ var txt = 'filled'; var fields = new Array(); var i = 0; $(':text', this).each( function(){ fields[i] = this; i++; }); $(':hidden', this).each( function(){ var bday = false; if (fields.length == 2){ bday = true; fields[2] = {'value':1970};//trick birthdays into having years } if ( fields[0].value=='MM' && fields[1].value=='DD' && (fields[2].value=='YYYY' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else if ( fields[0].value=='' && fields[1].value=='' && (fields[2].value=='' || (bday && fields[2].value==1970) ) ){ this.value = ''; } else { this.value = fields[0].value+'/'+fields[1].value+'/'+fields[2].value; } }); }); return mce_validator.form(); }, success: mce_success_cb }; $('#mc-embedded-subscribe-form').ajaxForm(options); }); } function mce_success_cb(resp){ $('#mce-success-response').hide(); $('#mce-error-response').hide(); if (resp.result=="success"){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(resp.msg); $('#mc-embedded-subscribe-form').each(function(){ this.reset(); }); } else { var index = -1; var msg; try { var parts = resp.msg.split(' - ',2); if (parts[1]==undefined){ msg = resp.msg; } else { i = parseInt(parts[0]); if (i.toString() == parts[0]){ index = parts[0]; msg = parts[1]; } else { index = -1; msg = resp.msg; } } } catch(e){ index = -1; msg = resp.msg; } try{ if (index== -1){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } else { err_id = 'mce_tmp_error_msg'; html = ' '+msg+''; var input_id = '#mc_embed_signup'; var f = $(input_id); if (ftypes[index]=='address'){ input_id = '#mce-'+fnames[index]+'-addr1'; f = $(input_id).parent().parent().get(0); } else if (ftypes[index]=='date'){ input_id = '#mce-'+fnames[index]+'-month'; f = $(input_id).parent().parent().get(0); } else { input_id = '#mce-'+fnames[index]; f = $().parent(input_id).get(0); } if (f){ $(f).append(html); $(input_id).focus(); } else { $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } catch(e){ $('#mce-'+resp.result+'-response').show(); $('#mce-'+resp.result+'-response').html(msg); } } } Definition of Social Work Definition* The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work. Commentary Social work in its various forms addresses the multiple, complex transactions between people and their environments. Its mission is to enable all people to develop their full potential, enrich their lives, and prevent dysfunction. Professional social work is focused on problem solving and change. As such, social workers are change agents in society and in the lives of the individuals, families and communities they serve. Social work is an interrelated system of values, theory and practice. Values Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are dis-advantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession’s national and international codes of ethics. Theory Social work bases its methodology on a systematic body of evidence-based knowledge derived from research and practice evaluation, including local and indigenous knowledge specific to its context. It recognises the complexity of interactions between human beings and their environment, and the capacity of people both to be affected by and to alter the multiple influences upon them including bio-psychosocial factors. The social work profession draws on theories of human development and behaviour an
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    The International Federation of Social Workers updated its 1982 definition of the social work profession, a dynamic and evolving field. Social Work values multiple types of knowledge, including empirical knowledge and indigenous knowledge.
Robert Ekblaw

"The Evolving Nature of the Computer Self-Efficacy Construct: An Empiri" by George Mara... - 0 views

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    Paper on the redesign of an empirical model of computer self-efficacy
Anneke Chodan

Distance Learning at Empire State College - 0 views

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    Communications, Humanities and Cultural Studies at ESC's Center for Distance Learning - including language classes.
Anneke Chodan

Elluminate Live! V10 Participant's Guide :: Elluminate - 0 views

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    This is a service that Empire State's Center for Distance Learning uses for language labs.
lkryder

Minding the Knowledge Gap - 0 views

  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
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  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
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    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
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    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Alena Rodick

Emotional presence, learning, and the online learning environment | Cleveland-Innes | T... - 0 views

  • Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
  • Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
  • Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
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  • Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
  • ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
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    In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
Jeanne Cousineau

ANGEL Learning -- Learning Management Suite for K-12 and Higher Education - 0 views

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    ANGEL is the cours design used at Empire State College.
Alicia Fernandez

Digital natives: Everyday life versus academic stud y - 0 views

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    Access to and use of technology by 'digital native' students studying in our universities has been an area of much speculation, though relatively little empirical research. This has led some pundits to call for a radical rethink of how higher education uses technology to deliver education. Others are more circumspect and think it is necessary to hear directly from these 'digital natives' about their actual technology practices before jumping to such conclusions. This paper reports on a study that aimed to do just that; the study comprised a survey of the technology access and practices in both everyday life and for academic study of first year university students. The findings suggest that, for the participants of this study, access and usage of technology does not neatly fit into the stereotype of the 'digital native'. Access to and use of some technologies was found to be quite high whilst others have significant levels of non-adoption. A comparison was made between technologies and activities undertaken as part of students' everyday life in contrast to their academic study and it was found that the usage rates were generally lower for academic study. Access to and use of different technologies for different purposes is variable and university teachers and policymakers need to take this variability into account when making changes at the course or institution levels. What is also required is more in-depth investigation of the technology practices of these 'digital natives' to understand how technology is transforming their social and academic lives and, importantly, how they are shaping technology to suit their lives.
Alicia Fernandez

MI Theory and Its Critics - 0 views

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    Author refutes MI theory arguments including the lack of empirical evidence and the notion that multiple intelligences are actually just part of general intelligence.
Alicia Fernandez

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

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    Article argues that Gardner's theory of multiple intelligences looks to be a confused and nebulous set of claims that have not been empirically validated. Many of Gardner's proposed "intelligences" appear to be explainable in terms of existing concepts of personality and general intelligence, so the theory does not really offer anything new. Additionally, some of the proposed "intelligences" are poorly defined (particularly intrapersonal) and others (e.g. musical) may be more usefully thought of as skills or talents. The popularity of Gardner's theories in educational contexts may reflect its sentimental and intuitive appeal but is not founded on any scientific evidence for the validity of the concept.
Heather Kurto

http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views

    • Heather Kurto
       
      Web 2.0 has driven pedagogy so that teachers need to know, not only how to use the Web 2.0 tools for personal purposes but how to use them to support and enhance their students' learning
    • Heather Kurto
       
      Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
    • Heather Kurto
       
      Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
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    • Heather Kurto
       
      The theoretical framework presented and the empirical research phase of the paper addressed some of the critical issues arising around Web 2.0 in school practice. TPACK 2.0 and authentic learning can develop and support a coherent pedagogical and instructional framework for future teacher professional development programs aiming to help educators: * to adopt Web 2.0 not as a matter of acquiring new ICT skills but in terms ofspecific pedagogical and instructional dimensions; * to move beyond oversimplified approaches which treat Web 2.0 as a 'trend', a 'special event' or an 'extra tool'supplemental to their traditional instruction; * to understand how Web 2.0 technologies change both pedagogy and learning practice; * to consider, in their instructional design, Web 2.0 technologies, Content and Pedagogy not in isolation, but in the complex relationshipssystem they define.
Danielle Melia

The Importance of School Libraries - 0 views

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    This article explains how school librarians make a difference and the significant impact they have on student achievement. "School libraries are a powerful force in the lives of America's children. The school library is one of the few factors whose contribution to academic achievement has been documented empirically, and it is a contribution that cannot be explained away by other powerful influences on student performance" (Lance).
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