Skip to main content

Home/ ETAP640/ Group items tagged for

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
sschwartz03

Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction | And... - 2 views

www.irrodl.org/...230

shared by sschwartz03 on 22 Jun 12 - Cached
  • Gary Bedenharn on 22 Jun 12
     
    Research of six types of interaction that can lead to a meaningful" distance education experience.
  • Liz Keeney on 05 Jun 13
     
    An article on interaction in educational settings.
lkryder

Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views

www.facultyfocus.com/...learner-visible-signs-learning

visuals games gamification ZPD multimedia design

shared by lkryder on 03 Jul 14 - No Cached
  • One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
  • Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
  • Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
  • ...2 more annotations...
  • Mastery learning provides an approach that recognizes that aptitude for learning may be more closely linked to time and perseverance than to ability (Bloom, 1971; Melton, 2008)
  • The technique of scaffolding and the use of levels in games provides visual progress to the student and maintain interest in the instruction as the student moves from level to level having different experiences and achieving success as they progress toward the ultimate goal. In gamification, the levels usually become more difficult and challenging as the student moves toward the end and the skills they exhibit at the final level would not be possible without the experience of playing the preceding levels. This idea is embodied in Merrill’s application principle that “instruction should provide coaching, which should be gradually withdrawn to enhance application” (Merrill, 2009, pp. 42).
    • lkryder
      lkryder on 03 Jul 14
       
      coaching in this case can be automated if the tools are deployed well
  • lkryder on 03 Jul 14
     
    gamefying and use of visual signs of learning, ZPD
abeukema

Community of Inquiry - 0 views

coi.athabascau.ca

shared by abeukema on 31 May 14 - No Cached
    • Teresa Dobler
      Teresa Dobler on 31 May 14
       
      According to the community of inquiry model, students must engage with the content and engage with other participants in the course in order to best learn. In my experience, discussion forums are a great way for students to interact with each other. In addition, these discussion forums allow students to step into the role of teacher by explaining concepts to others and bringing in new resources.
Jessica M

ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views

auspace.athabascau.ca/...ssessing_teaching_presence.pdf

Teacher Presence Online

shared by Jessica M on 14 Jul 12 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher shares responsibility with each individual student for  attainment of agreed upon learning objectives. The teacher supports and encourages participation  by modeling appropriate behaviors, commenting upon and encouraging student responses,  drawing in the less active participations, and curtailing the effusive comments of those who tend  to dominate the virtual space. "
  • Maria Guadron on 14 Jul 12
     
    "Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
  • Alicia Fernandez on 17 Jul 14
     
    Assessing teaching presence in online courses
kasey8876

Teaching Courses Online: How Much Time Does It Take? - 0 views

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

Module 4 Assignment

shared by kasey8876 on 16 Jul 14 - No Cached
  • kasey8876 on 16 Jul 14
     
    This longitudinal case study examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails, 2) reading, participating in, and grading 10 online discussions, and 3) grading 15 assignments. The findings indicate that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses
dkiesel

Five Mistakes Online Educators Make (Part 1) | The EvoLLLution - 0 views

www.evolllution.com/...stakes-online-educators-part-1

online educators mistakes

shared by dkiesel on 16 Jul 14 - No Cached
  • I realized the students expected me to always be online — including at 3 a.m.!  By not establishing a clear response time expectation, I set myself up for poor evaluations by some students. Having been treated to instant answers early in the course, they expected that to continue throughout.
  • Did I mention receiving tons of email that first semester? Three weeks with 25 students had yielded more than 300 emails.
  • I decided to use a question and answer forum to handle the more generic questions.
  • ...2 more annotations...
  • This was the first installment of Margaret O’Hara’s two-part series. Please click here to read the conclusion.
  • I emailed the group and told them to check the forum before emailing me
dkiesel

Learning from Our Teaching Mistakes | Faculty Focus - 0 views

www.facultyfocus.com/...learning-teaching-mistakes

learning teaching mistakes

shared by dkiesel on 16 Jul 14 - No Cached
  • I hold in particularly high esteem those faculty members not only willing to talk about teaching failures but also to publish articles about them
  • But you also can’t read them and be unimpressed by how much they learned through the analysis. Each one is an exemplar of the kind of critical reflection that fosters growth. This is reflection that makes us wise and wonderful teachers. And finally you also can’t read these articles and not realize how much there is for us to learn from one another’s mistakes. I’m definitely in favor of more articles like these, but there is one caveat. It might be better if they were published after you have tenure or a continuing contract.
cpcampbell88

LOVE how this uses v - 0 views

LOVE how this uses various tests o develop a career plan! It is through assessment that students should narrow down their career choices. This will help students...easy to navigate through. I want ...

Module 4 Assignment

started by cpcampbell88 on 17 Jul 14 no follow-up yet
katespina

Incentivizing Participation in Online Forums for Education - 0 views

arpitaghosh.com/...edforums.pdf

Incentives online learning online education teaching

shared by katespina on 18 Jul 14 - No Cached
  • katespina on 18 Jul 14
     
    This is a really great article on how teacher feedback can inventiveize participation in an online environment - by providing rewards including feedback!
lkryder

Alternate reality games for developing student auto nomy and peer learning" - 0 views

lick2008.wikispaces.com/...+Nicola+Whitton+-+V1+Paper.pdf

ARG education

shared by lkryder on 19 Jul 14 - No Cached
  • lkryder on 19 Jul 14
     
    Nicola Whitton paper on ARGs in higher ed.
sschwartz03

The Role of Questions in Teaching, Thinking and Le - 0 views

www.criticalthinking.org/...524

shared by sschwartz03 on 25 Jun 12 - No Cached
  • If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
    • Luke Fellows
      Luke Fellows on 27 Jun 13
       
      Arts teach student's to ask questions, not provide answers. Like in Improv - "Yes, and..." this agrees a concept and adds to the narrative. Never negate. Like and answer. "Why?" Game. Superficial question that digs for deeper answers.
  • Thinking is not driven by answers but by question
  • ...4 more annotations...
  • all statements that this or that is so — are implicit answers to questions
  • only students who have questions are really thinking and learning
  • This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • Answers on the other hand, often signal a full stop in thought
  • Joan McCabe on 25 Jun 12
     
    How deep questions drive thought. Statements are contrived originally by answering questions.
  • ...1 more comment...
  • Catherine Strattner on 27 Jun 12
     
    So, how do we provide "artificial cogitation"?
  • Gary Bedenharn on 27 Jun 12
     
    Need to ask questions to be able to think and then comes the learning.
  • Maria Guadron on 28 Jun 12
     
    "Thinking is driven by questions"
Alicia Fernandez

Rey's Story: School of Thought--A Vision for the Future of Learning - YouTube - 0 views

www.youtube.com/watch

educational technology simulations performance assessment

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    In this first episode of the School of Thought video series, the future of education technology is explored by following Rey, a high school student. Using games and simulations, Rey is highly engaged with a performance assessment, which requires him to apply higher-order thinking skills to work through thematically-linked activities set in real-world contexts
Alicia Fernandez

How People Learn - 0 views

www.csun.edu/...How%20People%20Learn.pdf

learning education teaching

shared by Alicia Fernandez on 13 Aug 13 - No Cached
  • Maree Michaud-Sacks on 13 Aug 13
     
    Bransford outlines effective design for learning environments through four aspects: knowledge centered learner centered assessment centered community centered
  • Alicia Fernandez on 13 Aug 14
     
    PDF book - Making a real connection between classroom activities and learning behavior.
Teresa Dobler

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 1 views

www.educause.edu/...g-tool-not-just-cool-new-thing

learning tools' online web2.0 technology

shared by Teresa Dobler on 19 Jul 13 - No Cached
  • Interactivity—whether it is with a computer, a professor, or a classmate.
  • They want it; they crave it.
  • cond, studen
  • ...12 more annotations...
  • Second, students need to be able to use the technology
  • Third, technology must be relevant and interactive to the coursework
  • Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      Absolutely!!! Make it relevant, creative - apply not regurgitate!
  • Distance education and online courses don't work well with Net Geners—the social component of learning is required.
  • How the Net Gen Learns
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      What we need to know in order to teach our students...
  • taught himself
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      These individuals all have talents and expertise in multiple areas, and are often self-taught in at least some of them.
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      They learn by doing the work themselves, not being told about it.
  • wide range of interests
  • not locked into one thing
  • when challenged, they excel in creative and innovative ways
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      We need to challenge our students in this way!!!
  • doing hands-on work and working in groups,
  • Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.
lkryder

Gamasutra - Playing Games Is Hard Work: An Excerpt From Reality Is Broken - 0 views

www.gamasutra.com/...ing_games_is_hard_work_an_.php

games fun learning making playing

shared by lkryder on 14 Aug 14 - No Cached
  • Games make us happy because they are hard work that we choose for ourselves, and it turns out that almost nothing makes us happier than good, hard work
  • lkryder on 14 Aug 14
     
    games as hard fun
alexandra m. pickett

Dobler's Online Learning | One teacher's adventures into online teaching - 3 views

tedobler.edublogs.org

shared by alexandra m. pickett on 09 Jul 14 - No Cached
  • I hope that this is the correct approach to the assignment.
  • The research certainly says it will! According to Ice, Swan, Kupczynski, and Richardson, research has shown that other students find audio feedback more effective than written feedback.
  • At first, I wondered why the checklist was not given while I was developing the course.
    • alexandra m. pickett
      alexandra m. pickett on 10 Aug 14
       
      interesting. I always think of the checklists as formative. You have access to them in the manual. hmmm. need to think about this more. becuase in my mind you do have access to them as you design your cousre. But i also like your reflection. need to think.
  • ...3 more annotations...
  • I plan to continue blogging as I work to incorporate what I have learned into my class this year.
  • “If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better”.
  • I hope that my learning about online teaching really does have positive impacts on my face-to-face teaching.
cpcampbell88

Assessing your strengths - 2 views

LOVE how this uses various tests o develop a career plan! It is through assessment that students should narrow down their career choices. This will help students...easy to navigate through. I want ...

Module 4 Assignment

started by cpcampbell88 on 17 Jul 14 no follow-up yet
dkiesel

http://www.youtube.com/watch?v=mp6C0q4sCks - 1 views

market speculators and even us teachers must be curious about what developments are coming in the future. Somewhere in the videos we were reminded that people will be learning technology today for...

technology

started by dkiesel on 11 Jun 14 no follow-up yet
alexandra m. pickett

My Learning Reflections - 2 views

sschwartz03.edublogs.org

shared by alexandra m. pickett on 24 Jul 14 - No Cached
  • What I have found is teaching presence not only occurs in a face to face classroom but also online, if you look at it, they kind of are the SAME thing. The online platform is the classroom; we shouldn’t change it to make it suitable for online, we should do just as we would if it was face to face.
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      Brilliant!
  • I feel accomplished that I gained so much from this course.
  • as an educator my job is to keep pushing and asking those questions
  • ...2 more annotations...
  • What I learned from that is to push myself continuously to learn more, to teach my classmates more, because in the end I learned THAT MUCH MORE!
  • I know I learned a lot, mainly because I was and am able to produce what has been asked of me and will remember how to do it.
    • alexandra m. pickett
      alexandra m. pickett on 20 Aug 14
       
      BRILLIANT!!!!!
« First ‹ Previous 1961 - 1980 of 1980
Showing 20▼ items per page