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Anne Gomes

5E Education Technology and the Model of Instruction - 0 views

www5.esc13.net/...E_Expanded_Tech%20_EXPLORE.pdf

pedagogy exploratory learning model

shared by Anne Gomes on 24 Jun 12 - No Cached
  • Anne Gomes on 24 Jun 12
     
    Example of Exploratory Learning
Diana Cary

An Exploratory Study on the Use of VoiceThread in a Business Policy Course - 0 views

www.merlot.org/...viewMaterial.htm

voicethread study web2.0

shared by Diana Cary on 17 Jul 13 - No Cached
  • Abstract: This paper reports on a two-phase exploratory study that involved student use of the asynchronous multimedia communication tool VoiceThread within a business policy course. In the first phase, students participated in a VoiceThread exercise consisting of an exam review followed by a survey on the use of VoiceThread. Of the 22 participants (from a class of 61 graduating seniors), 64% specified they would like to use VoiceThread for future learning activities, and 73% indicated they would recommend VoiceThread to peers for the purpose of delivering presentations. In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Eight of the 13 students responded, with almost all responses being positive with respect to the Seven Principles. The results lend some initial support to the idea that VoiceThread can be an effective tool for facilitating learning activities in business and other courses.
Irene Watts-Politza

School Context, Student Attitudes and Behavior, and Academic Achievement: An Explorator... - 0 views

www.mdrc.org/...full.pdf

education motivation academic achievement student perspectives on

shared by Irene Watts-Politza on 03 Jun 12 - No Cached
  • Irene Watts-Politza on 03 Jun 12
     
    A full-length study that concludes learner self-perception of being academically successful precedes learner engagement when these factors are weighed with respect to motivation.
Irene Watts-Politza

Teaching Today | How-To Articles | Using Technology to Motivate Middle School Students - 0 views

teachingtoday.glencoe.com/...otivate-middle-school-students

motivation technology education middle school

shared by Irene Watts-Politza on 01 Jun 12 - Cached
  • Irene Watts-Politza on 01 Jun 12
     
    Middle schools that develop challenging curricula of an exploratory nature are emerging as models in the field of technology integration.
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"
Diane Gusa

Michael Polanyi and tacit knowledge - 0 views

www.infed.org/...polanyi.htm

polanyi philosophy learning knowledge 4

shared by Diane Gusa on 04 Jul 11 - Cached
  • Central to Michael Polanyi's thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge).
  • Polanyi's argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as 'passions'.
  • 'we can know more than we can tell
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  • pre-logical phase of knowing as 'tacit knowledge
  • Michael Polanyi placed a strong emphasis on dialogue within an open community
  • Perhaps the strongest echo of his work that we encounter as educators comes through the work of Donald Schön and Chris Argyris on knowing in action, and in Eisner's consistent arguments for connoisseurship and criticism in evaluation.
  • By paying attention to Polanyi's conception of the  tacit dimension we can begin to make sense of the place of intuition and hunches in informal education practice - and how we can come a better understanding of what might be going on in different situations
  • praxis (informed, committed actions) that stand at the heart of informal education.
Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views

www.iier.org.au/khine.html

ways knowing study learning module 4 assignment

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
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