Exploring Collaborative Online Learning - 3 views
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. Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.
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Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment. Johnson & Johnson (1996) list the following major types of behaviors in collaborative learning situations: * giving and receiving help and assistance; * exchanging resources and information; * explaining elaborating information; * sharing existing knowledge with others; * giving and receiving feedback; * challenging others' contributions (cognitive conflict and controversy leading to negotiation and resolution); * advocating increased effort and perseverance among peers; * engaging in small group skills; * monitoring each others' efforts and contributions.
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Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment. Johnson & Johnson (1996) list the following major types of behaviors in collaborative learning situations: * giving and receiving help and assistance; * exchanging resources and information; * explaining elaborating information; * sharing existing knowledge with others; * giving and receiving feedback; * challenging others' contributions (cognitive conflict and controversy leading to negotiation and resolution); * advocating increased effort and perseverance among peers; * engaging in small group skills; * monitoring each others' efforts and contributions.
Research: Students Actually Use the Internet for Education -- THE Journal - 0 views
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New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."
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Maybe there is hope!
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The kids are engaging and participating meaningfully and purposefully online. We should pay more attention to contexts for engagement. When it is personally meaningful, kids will engage (ie. American Idol auditions), and when it isn't (college classes), they won't. Time to look at elements in the contexts which encourage meaningful participation.
ETAP687amp2010: Both videos - 0 views
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old school
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If a student multitasks while doing homework and does well in school are they being challenged enough?
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being given ideal test taking conditions that will not happen in the real world?
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Amy's Blog - 0 views
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I never realized that five hours could feel like fifteen minutes once I get engaged in my work.
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eureaka!!! that is exactly what engaged learning is!! Thank you for this observation. I am so glad to hear you had this experience!! Now you know what it feels like and what you are going for with your own students.... this is what I mean when i say "engagement over content." thanks for sharing. : ) me
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Building Student Engagement in Online Courses - 0 views
Can YouTube enhance student nurse learning? - 0 views
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is
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Constraints
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Constraint
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Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views
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Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
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In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
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Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
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Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Learning from experience - 0 views
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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.
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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.
The Truth About Homework - 1 views
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Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better. Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.” In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms. Assigning homework is unlikely to have a positive effect on any of these variables. We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.
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Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning. If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.
Learning by Doing | ETAP 640 Introduction to Online Teaching - 0 views
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it wasn’t terrible!
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Her example was “what does it mean to be human?” The reason this struck a chord with me is that many students are either uninterested in research or they think that they are already expert researchers. Unfortunately, very few of them have the research skills required at the college level. This interview served as an important reminder to me that it’s my job to make the course both relevant and engaging. I want to do my best at writing engaging and thought provoking discussion questions.
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Pickett discusses the importance of establishing trust in the online classroom. One thing that has been surprising to me but upon reflection makes sense is that this is about both design and instruction. The icebreaker module takes on a new significance in this light – as it’s not only the launch of the course but also the launch of the community.
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Keeping Competitive: Why Learner-Centred Education Makes Sense in a Global Economy - lc... - 0 views
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The more engaged a person is with the content, the better the person learns it because (s)he adds his own meaning and associations to it
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The more connections people have to a concept, the more likely that person will be able to retrieve it later and in another context
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shifts the emphasis from what instructorsdo to what the studentsdo to learn
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Embodied Learning - 0 views
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It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience." Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about who to be: (imaginative projection: some participation in story-telling or drama) what the rules are (game recognition: the mental labor of identifying problems and how to solve them) how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)
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Far more than books or movies or music, games force you to make decisions. Novels may activate our imagination, and music may conjure up powerful emotions, but games force you to decide, to choose, to prioritize. All the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning to make the right decisions: weighing evidence, analyzing situations, consulting your long-term goals, and then deciding…. Those decisions are …predicated on two modes of intellectual labor that are kept to the collateral learning of playing games. I call them probing and telescoping (41) Probing: you have to probe the depths of the game’s logic to make sense of it and like most probing expeditions, you get result by trial and error, by stumbling across things, by following hunches (42-3) Telescoping is managing…simultaneous objectives… you can’t progress far in a game if you simply deal with the puzzles you stumble across; you have to coordinate them with the ultimate objectives on the horizon...Telescoping is about constructing the proper hierarchy of tasks and moving through the tasks in the correct sequence. It’s about perceiving relationships and determining priorities (54-55).
Constructing Experiential Learning for Online Courses: The Birth of E-Service (EDUCAUSE... - 0 views
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. In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:
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engage distance students in their local communities through experiential learning opportunities.
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provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3
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Sensation-Seeking | Education.com - 0 views
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Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
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Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
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EBSCOhost: Exploring the Impact of Web-Based Learning Tools in Middle School Mathemati... - 0 views
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This study examined the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, design of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student learning performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment. Reprinted by permission of the publisher.
http://ejournals.ebsco.com/Direct.asp?AccessToken=5W69W4JTRQPPQS9R4RPBWFUR9U69T66FU4&Sh... - 0 views
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Abstract: Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. This paper distinguishes between well-structured problems and ill-structured problems. Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best. For both types of problems, this paper presents models for how learners solve them and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.
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