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Kristen Della

Adult learning in free-choice, environmental settings: What makes it different? - 0 views

onlinelibrary.wiley.com/...abstract

ecology environmental learning free-choice

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Adult learning in free-choice, environmental settings: What makes it different? Environmental learning in adults is a continuous, lifelong process. Institutions focused on environmental learning need to channel a portion of their effort into a better understanding of how people learn.
Lisa Martin

Benefits of Digital Storytelling - 0 views

happykidsfestival.com/...nefits-of-digital-storytelling

digital storytelling benefits Module 4 assignment

shared by Lisa Martin on 17 Jul 12 - No Cached
  • Digital storytelling enhances not only the students literacy development but also their social-emotional development.
    • Lisa Martin
      Lisa Martin on 17 Jul 12
       
      The more I saw about digital storytelling, the more I realized it's potential for building self esteem. There is no "wrong" answer here. Everyone can be successful.
    • Lisa Martin
      Lisa Martin on 17 Jul 12
       
      As I looked at countless resources for self esteem building activities, I realized that I was lacking a truly collaborative activity in my course. I thought that digital story telling would be a fun, stress-free way for the girls to work together and connect with each other.
  • is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.
    • Lisa Martin
      Lisa Martin on 17 Jul 12
       
      I love the idea of the girls being able to use their "voice" as soon as possible in my course. I want to use this activity in the first module as another "icebreaking" activity on top of my voicethread.
  • ...2 more annotations...
  • but their ability to tell their own story, students with learning difficulties tend to do well with digital storytelling projects.
    • Lisa Martin
      Lisa Martin on 17 Jul 12
       
      I also like that digital storytelling allows for girls of all ability levels to participate. I could really make it a fun activity with the emphasis on the story itself, not their writing abilities.
  • another benefit of digital storytelling, is that students, when given the choice, most often will choose to talk about something they are passionate about; thus creating engagement for the creator of the digital story
    • Lisa Martin
      Lisa Martin on 17 Jul 12
       
      I love that this activity will give students freedom and choice to add anything they want. We all know that giving students choice leads to them being for satisfied :-)
  • Lisa Martin on 17 Jul 12
     
    As I looked at countless resources for self esteem building activities, I realized that I was lacking a truly collaborative activity in my course. I thought that digital story telling would be a fun, stress-free way for the girls to work together and connect with each other.
Diane Gusa

From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views

www-distance.syr.edu/sdlhuman.html

self-direction humanism learning db module 4

shared by Diane Gusa on 11 Jul 11 - Cached
  • It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
  • It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
  • We consider it important to understand why some of the philosophical differences between the two disciplines exist.
  • ...8 more annotations...
  • instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
  • As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
  • Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
  • Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
  • "If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
  • The learning environment should allow each learner to proceed at a pace best suited to the individual.
  • It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
  • We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
Sue Rappazzo

Tools for the TEKS: Integrating Technology in the Classroom - 0 views

www.wtvi.com/...interactive-podcasting.html

shared by Sue Rappazzo on 04 Jun 10 - Cached
  • Until recently, asynchronous online discussions have been largely limited to text-based interactions. The continued development of “web 2.0” technologies, or “read/write web” tools, is changing the online interactive landscape, however. Free web services like YackPack (www.yackpack.net) and Vaestro (www.vaestro.com) permit users to engage in audio-based discussions with others using only a computer microphone and a web browser. The audio recordings are immediately stored to a server on the Internet, rather than being saved on local hard drives and then subsequently uploaded to a server. The process is amazingly easy and straightforward, providing multiple benefits for users as well as instructional possiblities for educators.
  • The respective slogans of both YackPack and Vaestro succinctly communicate their similar goals of empowering users to engage in web-based discussions via audio recordings.
  • These interactive podcasting tools are admittedly examples of potentially “disruptive technologies” which may strike fear into the hearts of some school administrators and classroom teachers. The basic reason for this boils down to issues of control. Could students make poor choices and choose to record offensive or inappropriate comments using these tools? Of course. But as educators, shouldn’t we strive to provide environments where students can make REAL decisions of import and value, so they can learn how to behave appropriately in different contexts? The virtual world is here to stay, and educators at all levels need to get more serious about helping student learn to safely and effectively navigate that environment. An analogy to swimming may be appropriate here. If students are living on the coast, and are exposed daily to the dangers as well as opportunities of the ocean, shouldn’t any responsible caretaker strive to help those students learn to swim? Our answer must be “yes.” Interactive podcasting is one read/write web technology that can be used to help achieve this goal in the virtual enviornment.
  • ...1 more annotation...
  • udioBlogger (www.audioblogger.com) is a free service which permits users to create audio podcasts using their cell phone, which are directly saved to the Internet and “subscribable” via an automatically generated RSS feed. Just as AudioBlogger permits anyone with a cell phone and access to the Internet to create a free online account to become an international podcaster, services like YackPack and Vaestro are likely to continue maturing and offer increasingly powerful ways for people to interactively podcast. These tools are powerful and rich in their educational potential.
  • Sue Rappazzo on 04 Jun 10
     
    interactive podcast tools
Amy M

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 1 views

www.irrodl.org/...2025

shared by Amy M on 08 Jun 12 - No Cached
  • Participants also highlighted positive aspects related to support received. Respondents to the PLENK2010 survey were appreciative of how the facilitators led without directing and also of the work and engagement provided by the facilitators. Thus, teaching presence, especially exemplified through course design and the type of facilitation, turned out to have a powerful effect on student perceptions of support, inclusiveness, and overall satisfaction with the course. The participants valued greatly the autonomy on connections and participation in networks: “We were given free choice and allowed autonomy about our ways to connect and participate in the network. I greatly value this approach to learning and working together.”
  • table, trusted, and valued, and where people can access and interact with resources and each other. The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
  • Amy M on 08 Jun 12
     
    Research on teacher presence in a MOOC
Erin Fontaine

Virtual Fieldtrips in the Elementary School Classroom - 0 views

cnx.org/latest

shared by Erin Fontaine on 21 Jun 12 - No Cached
  • inclu sion
  • Inexpensive
  • Accessibility
  • ...20 more annotations...
  • First, virtual fieldtrips can be used to explore a destination that the class will actually explore in the next few weeks.
  • Inexpensive
  • Second, a classroom of elementary school students can take a virtual fieldtrip to a location that would otherwise be inaccessible to them. The virtual fieldtrip is useful for students of all ages, but elementary aged children can benefit even more from virtual field trips.
  • Advantages of Virtual Fieldtrips:
  • pensive.
  • I believe field trips, both real and virtual, should encourage students to socialize during the field trip.
  • Virtual fieldtrips are usually free of charge or very inexpensive.
  • Safety
  • Disadvantages of Virtual Field Trips:
  • Lack of Sensory Experience.
  • Inability to Ask Questions
  • Lack of an Updated Experience
  • Inex pensive
  • evaluation during the virtual fieldtrip.
  • sion of a worksheet
  • reinforces the educational element
  • follow up activities that add enrichment to their experience
  • submit questions to the makers of the virtual field trip, discuss the trip they took with their parents and siblings, and compare the information they learned from the field trip with information they read in magazines and books.
  • large degree of student flexibility and choice
  • Tips for Effective Implementation of Virtual Fieldtrips:
Luke Fellows

The Facebook phenomenon: online self-disclosure and uncertainty reduction. - Free Onlin... - 0 views

www.thefreelibrary.com/and+uncertainty...-a0280092817

shared by Luke Fellows on 20 Jul 13 - No Cached
  • Facebook has begun to transform the way in which individuals perceive relationship development and interpersonal reactions, namely through self-disclosure.
  • A self-disclosure is any message or interaction between individuals that communicates information about oneself to others
  • Uncertainty reduction is the exchange of information between individuals that allows one to form impressions of others and make sense of social situations
  • ...3 more annotations...
  • The process of uncertainty reduction thus enables individuals to predict another individual's actions, attitudes and behaviors, which can ease anxiety in initial social encounters
  • Facebook ranks higher than any other form of communication technology, including phone and email, and has become the number one choice of communication for university students
  • Self-disclosure is the process of revealing personal information about one's self through verbal communication (Sheldon, 2009). Traditional theories of self-disclosure pertain to face-to-face communication encounters, which suggest that self-disclosure allows others to know more about him or herself
ian august

New Media Literacies - 1 views

newmedialiteracies.org/...-choice-for-your-children-.php

technology classroom media Jason Ohler

shared by ian august on 10 Jun 11 - No Cached
  • On the other hand, the one life perspective says it is time to help students blend their two lives into an integrated, meaningful approach to living in the digital age.
  • It says that the technology that kids use is too expensive, problematic, or distracting to integrate into teaching and learning. It says that issues concerning the personal, social, and environmental impacts of living a digital, technological lifestyle are tangential to a school curriculum. Above all, it says that kids will have to figure out how to navigate the digital world beyond school on their own and puzzle through issues of cyber safety, technological responsibility, and digital citizenship without the help of the educational system.
  • It says that if we don't understand that schools are exactly the place for kids to learn how to use technology not only effectively and creatively but also responsibly and wisely, then heaven help us all.
  • ...1 more annotation...
  • Should we consider students to have two separate lives--a relatively digital free life at school and a digitally saturated life away from school--or should we consider them to have one life that integrates their lives as students and digital citizens?
  • ian august on 10 Jun 11
     
    should we embrace technology in the classroom and teach kids how to use it?
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