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Heather Kurto

http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIn... - 0 views

www.realtechsupport.org/...ollectiveIntelligence_2005.pdf

shared by Heather Kurto on 07 Aug 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      Internet is a truly Surrealist mode of communication from which 'nothing is excluded,'  neither good nor evil, nor their many forms, nor the debate which would vainly attempt to  separate them. The Internet represents the unmediated presence of humanity to itself since  every possible culture, discipline and passion is therein woven together. The fact that  everything is possible on the Internet reveals mankind's true essence, the aspiration towards  freedom. 
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      Such power, freedom and responsibility can only oblige us to be audacious in creating  new paths to the future. In one sense, nothing will ever change. As always, we will be bom,  suffer, love, weave beautiful and meaningful patterns together, and then we will grow old  and die. 
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      We must move in the direction of a more  powerful and deliberately assumed freedom and collective intelligence. 
  • ...2 more annotations...
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      There is the dimension of power-sharing along the lines of Cyber-democracy. There is the  dimension of productivity and prosperity along the lines of Information Capitalism. Then  there is the dimension of spiritual and artistic grace in which the multiplicity of virtual  worlds and games contributes to the comprehension of the sacred world. 
    • Heather Kurto
      Heather Kurto on 07 Aug 13
       
      Cyberspace is in the process of becoming the ecosystem for the world of ideas,  it is a bustling no?sphere which is transforming rapidly and which is beginning to take  control of the biosphere, directing its evolution towards its own ends. Life in its entirety is  rising up towards the virtual, towards infinity, through the door opened by human language. 
alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
Michael Lucatorto

Stephen Hicks, Ph.D. » Fichte on education as socialization - 0 views

www.stephenhicks.org/...-on-education-as-socialization

stephen hicks education

shared by Michael Lucatorto on 12 Jul 11 - No Cached
  • To start with, education must be egalitarian and universal, unlike previous education, which was feudal and elitist: “So there is nothing left for us but just to apply the new system to every German without exception, so that it is not the education of a single class, but the education of the nation.” Such education will aid in the creation of a classless society: “All distinctions of classes … will be completely removed and vanish. In this way there will grow up among us, not popular education, but real German national education.”[75]
  • Real education must start by getting to the source of human nature. Education must exert “an influence penetrating to the roots of vital impulse and action.” Here was a great failing of traditional education, for it had relied upon and appealed to the student’s free will. “I should reply that that very recognition of, and reliance upon, free will in the pupil is the first mistake of the old system.” Compulsion, not freedom, is best for students: On the other hand, the new education must consist essentially in this, that it completely destroys freedom of will in the soil which it undertakes to cultivate, and produces on the contrary strict necessity in the decisions of the will, the opposite being impossible. Such a will can henceforth be relied upon with confidence and certainty.[76]
Diane Gusa

Engaging students by answering their needs. - 0 views

en.wikipedia.org/...Choice_theory

theory Choice creating an alternative way

shared by Diane Gusa on 04 Jul 11 - Cached
  • Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
  • Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
  • . All we can give another person is information.
  • ...3 more annotations...
  • also believed in the importa
  • An example of Choice Theory and education are Sudbury Model schools
  • tudents of all ages determine what they will do, as well as when, how, and where they will do it.
  • Diane Gusa on 04 Jul 11
     
    also see Sudbury school
Gary Bedenharn

ScreenReader.net: freedom for blind and Visually impaired people - 0 views

www.screenreader.net

accessibility screenreader tools freeware reader text-to-speech software blind

shared by Gary Bedenharn on 24 Jun 12 - Cached
  • Gary Bedenharn on 24 Jun 12
     
    Commercial site for screen readers for blind people to access their computers.
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.
Joan McCabe

Teacher - 5 Principles for the Teacher of Adults - 0 views

adulted.about.com/...teachingadults.htm

andragogy teaching adults Knowles

shared by Joan McCabe on 05 Jun 12 - Cached
  • Malcolm Knowles, a pioneer in the study of adult learning, observed that adults learn best when: They understand why something is important to know or do. They have the freedom to learn in their own way. Learning is experiential. The time is right for them to learn. The process is positive and encouraging.
  • Joan McCabe on 05 Jun 12
     
    Principles for teaching adult learners and how to apply them according to Malcolm Knowles' assumptions of the adult learner.
Lauren D

JAWS Screen Reading Software by Freedom Scientific - 0 views

www.freedomscientific.com/...jaws-product-page.asp

screenreader education usability accessibility

shared by Lauren D on 17 Jun 12 - Cached
  • Lauren D on 17 Jun 12
     
    Screen Reading software for students who may be blind.
lkryder

Electronic Frontier Foundation | Defending your rights in the digital world - 0 views

www.eff.org

privacy freedom Digital activism electronic foundation eff frontier

shared by lkryder on 12 Jun 14 - No Cached
  • lkryder on 12 Jun 14
     
    Critically important organization for those of us leading/guiding students and colleagues in education in a digital world
  • lkryder on 12 Jun 14
     
    important reality check - what is really happening in the digital world and how does it impact citizens, students, educators, communities
alexandra m. pickett

Mike's reflection blog on on-line learning within 2.0. - 1 views

mikefort1.edublogs.org

shared by alexandra m. pickett on 20 Jul 10 - Cached
rileybo liked it
  • I have 222 discussion questions. 
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      if you do all the work, who does all the learning? 222 question?! now wouldn't it be cool if your students came up with even half of those questions themselves?
  • It’s forced me to get out of my comfort area of relating to other music teachers and challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
  • I’ve included the student need for teaching presence in my discussion rubric but need to further create ways to be part of their learning.  This might be just sitting on the sidelines and observing until I feel the need to re-set the climate for learning if it’s off track.
  • ...8 more annotations...
  • By doing these activities I have become even more challenged and feel even more uncomfortable.  Now I am dipping my other foot in to the online course world.  I am inserting my knowledge to this new forum.  It’s as if I’m putting my quarter in and watching the wheels turn until they stop on something. What will that something be?  I must have felt that I was in some kind of comfort zone. Then I was understanding and proving myself valuable to the other student’s learning.
  • I am going to have to think very deeply about. That suggestion is to give more freedom to my students. The students in my course can better express their creativity by having to create their own activities!  Wow!  This is going to be hard…
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      sometimes you can only achieve what you are trying to achieve by letting go... trust yourself and trust your students.
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks for the advice Professor!
  • Creating PDFs takes lot of time
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      I have been following your posts, I know you finally got it to work and were able to link pdfs successfully!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Yes thankfully!
  • 222
  • If discussions wane then I can take one of these questions out and use them to stimulate new discussions
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      hey that's great and smart idea!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks. They are not going to be introduced all together. That would be too much.
  • seeismic did not register me properly
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      can you try again with a junk email account? I'd love to hear your input
  • Being taught what is effective, seeing it being applied to me and then being involved in reflection of its relation to my instruction is the sequence of events that [helped my learning].  This might seem as a surprising statement considering my own blog entry requirements were so open-ended and free-form, a sincere effort to provide scaffolding, that looking back such an attempt could not result in effective metacognitive resolution.
  • Therefore I will continue exploring what I have learned in this course and consider the possibility that there may have been things going on in this course that I did not learn because I did not internalize them.  (3)
Joy Quah Yien-ling

My experience in NY - 0 views

francapponi.edublogs.org

shared by Joy Quah Yien-ling on 30 May 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 30 May 10
       
      francisca: don't forget to self evaluate your etap687 reflections. see the blog grading rubric : ) also, i woul like you to bring your thoughts on the course readings and the videos into the online disucssion in the course. : ) me
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      brilliant!!! ask them, make them choose!!! i hope you will take this risk!!! have high expectations and give them the opportunity to teach you something!!! trust them! let go! : )
  • they own their pages,
  • ...17 more annotations...
  • they want to share
  • hey want
  • the teacher only has to think creatively and give the students good instructions, he hasn’t have to give them lists of words and definitions that is the most boring part of constructing a course, and a lot of work.
  • I love to think that the process of re-conceptualizing a curse to go online can change the way teachers teach this way, and as I learned too, this change is not only for online classes, in face to face too, because it opens their minds, it makes them think and evaluate their old classes, their old evaluations, and most teachers change the way they teach face to face too, because they realize that traditional teaching doesn’t work face to face either. And they don’t change because they have to change, they have an excuse for changing, so online teaching is a catalyst for transforming teachers.
  • A lot of students never felt engaged and I have never understood that until now. The kind of activity I used to do was active and contextualized to the world, but not everybody has the same word or interests, so I think the only way to engage everybody is to ask them what they want to learn, or make them choose. Something I have never done is to empower my students to lead their own learning process. I have had problems trusting in them I have never give them freedom to be creative, lead a group, do research, look for something new, let them teach me something. I haven’t tried to get out the outlines, be more risky. I don’t know how it would be not to have the control of their learning process, but I would like to try. I learned a very interesting thing: they can find their own material, they can learn the things they like and are related with their own interests, they can lead a discussion about a topic they like and engage others in the discussion. They are able to do a lot of things and we have to take advantage of that as teachers because, if we do all the work, who is learning?
  • So, as I learned form Alex, the question is not “what can I teach online?”, the question is “how can I teach online the thing that I want to teach?”,
  • I don’t know if the question is “which students can be good online learners”, the question is “how can I engage most of them and help them to learn” however they are, because we can’t control that.
  • That is why I think it is so important to have questions in order to construct our knowledge, so I really understand that to make people think you have to guide them to have questions , not answers. And how to do that? The best way to do that, according to what I read in The role of questioning teaching, thinking and learning, is making the students do things, if they are passive they are not going to have questions, and also, make them good questions that are provocative and makes them think about what they are interested in solve or understand or do, and other kinds of question that lead students to critical thinking.
  • I think that in order to achieve a sense of community between your students you have to give them diverse and frequent opportunities for interaction between them and with you, it is not about knowing each other and working in groups in some activity, you have to interact a lot with all your classmates to build a community and feel that you belong to the class. So you have to design diverse activities and spaces for interaction, sharing and communication between students and with you. Also, you have to teach and guide the students in how to interact, how to contribute, how to add knowledge to the conversation, how to give their classmates feedback, how to reinforce their opinions, how to support them, how to answer their questions, how to evaluate them, how to question them, how to agree or refute them, how to make a comfortable climate for learning and a lot of other things related to create a sense of teaching presence and a sense of belonging to the group.
  • By teaching to their classmates students can understand more deeply the content, develop other skills like being creative, they have to think deeper in how to explain a concept and create good examples, and learn from their classmates, from their questions and from the interaction between them.
  • I like the idea of having a community blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i didn't realize this would be a community blog. I LOVE this idea!!! have you thought of using ning for this? that way the space can persist as your faculty commmuity beyond the end of the development cycle.
  • I needed a Blog
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      yes, it should be a blog... not a wiki... you should look at ning for this... it provides the blog functionality wrapped with additional community ans social networking features...
  • sometimes we think the only way of engaging students is entertaining them. That is not true,
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I agree!
  • And even better, how Shoubang sounds so familiar and close to the students in the welcome document without anything fancy technology, only text, but it seems so easy to find him in there and so friendly.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      We project who we are. People don't just leave their offline personalities behind when they go online. If a person is outgoing in real life, he will also be outgoing online (I think). But apparently, the online environment is good for shy people...
  • I think that this work is very creative, and as I remember in one of the first reading of this course (”10 ways online…”),
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This is the creative aspect of teaching which I love as well. How can we ever be bored being a teacher? We are being creative all the time.
  • I don’t know why but I love it! I can review it forever, and I always have new ideas, and I love that.
  • some faculty’s opinions is that they feel younger because they feel the same feeling that they felt when they were teaching for the first time, and I think that they feel rewarded by their creation,  their new product.
Kristen Della

Teaching and Learning Guide for: On the Relationship between Social Capital and Individ... - 0 views

onlinelibrary.wiley.com/...abstract

Invidividualism social capital collectivism

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Teaching and Learning Guide for: On the Relationship between Social Capital and Individualism-Collectivism. Both social capital and individualism-collectivism (IC) have been, and still are, popular and well-researched constructs in social sciences. Many theorists have argued that individualism poses a threat to social cohesion and communal association. Other researchers believe that growth of individuality, autonomy and self-sufficiency are necessary conditions for the development of social solidarity and cooperation. Recent research suggests that countries with higher level of social capital (where people believe that most people can be trusted) are also more individualistic, emphasizing the importance of independence, personal accomplishments and freedom to choose one's own goals. In societies where trust is limited to the nuclear family or kinship alone, people have lower levels of social capital. Social capital increases as the radius of trust widens to encompass a larger number of people and social networks, bridging the 'gap' between the family and state.
Diane Gusa

The Application of Learning Style Theory in Higher Education Teaching - 0 views

www2.glos.ac.uk/...kolb2.htm

education Intelligence Multiple learningTheory Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
  • general tendency towards a particular learning approach displayed by an individual.
  • Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
  • ...26 more annotations...
  • Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
  • Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
  • Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
  • What may be possible is to promote an educational environment developed for flexibility at the individual student level.
  • What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
  • his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
  • In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
  • facilitator, and finally to that of a resource to be tapped
  • lecturer's role
  • Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
  • "causer of learning".
  • This approach will tend to create learned helplessness in people
  • Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
  • The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
  • allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
  • The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
  • as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
  • That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
  • This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
  • In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
  • caffold structure
  • clearly communicated and understood aims and objectives for the students at regular intervals.
  • allows students to progressively take control of their learning,
  • but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
  • The application of learning style theory in higher education teaching
    • Diane Gusa
      Diane Gusa on 29 Jun 11
       
      This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
Diane Gusa

Learning to be - 0 views

www.unesco.org/ltobe.htm

learning spirituality whole-child module 3

shared by Diane Gusa on 27 Jun 11 - No Cached
    • Diane Gusa
      Diane Gusa on 27 Jun 11
       
      I don't know if emotional intelligence covers it completely. When considering spirituality, many cultuures have used a variety of terms: chi, soul, life-force, essence. I think the concept is one that is difficult to put into a word.
  • educating children for a given society, the challenge will be to ensure that everyone always has the personal resources and intellectual tools needed to understand the world and behave as a fair-minded, responsible human being. More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.
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.
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