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Irene Watts-Politza

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663

asynchronous learning community of inquiry model COI pedagogy

shared by Irene Watts-Politza on 03 Jun 12 - No Cached
  • Another notable trend is towards more object-based, contextual, or activity-based models of learning. It is not so much a question of building and sustaining networks as of finding the appropriate sets of things and people
  • and activities. CloudWorks, a product of the OU-UK, is an example of this new trend, in which objects of discourse are more important than, or at least distinct from, the networks that enable them (Galley, Conole, Dalziel, & Ghiglione, 2010).
  • The next step in this cycle would seem to be, logically, to enable those sets to talk back to us: to find us, guide us, and influence our learning journeys. This represents a new and different form of communication, one in which the crowd, composed of multiple intelligences, behaves as an intentional single entity.
  • ...6 more annotations...
  • PageRank algorithm behind a Google search works in exactly this way, taking multiple intelligent choices and combining them to provide ranked search results (Brin & Page, 2000).
  • it is not individuals, groups, or networks that help us to learn but a faceless intelligence that is partly made of human actions, partly of a machine’s.
  • We and others have described these entities in the past as collectives (Segaran, 2007).
  • Despite the ubiquity of such systems, what still remains unclear is how best to exploit them in learning. However, it seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of collectives.
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses. These contributions may be reflections, critical comments, learning objects and resources, and other digital artifacts of knowledge creation, dissemination, and problem solving.
  • Teaching presence in connectivist learning environments also focuses on teaching by example. The teachers’ construction of learning artifacts, critical contributions to class and external discussion, capacity to make connections across discipline and context boundaries, and the sum of their net presence serve to model connectivist presence and learning.
  • Irene Watts-Politza on 03 Jun 12
     
    Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.
  • Irene Watts-Politza on 05 Jun 12
     
    Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.
  • Irene Watts-Politza on 06 Jun 12
     
    Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada
alexandra m. pickett

Transformation via Online Learning - 4 views

afernandez3334.edublogs.org

shared by alexandra m. pickett on 13 Jun 14 - No Cached
  • original target audience,
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      who is your target?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population.  Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64.  Reference  Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities.  (Previously bookmarked in Diigo)
  • adult online students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      what assumptions are you making about this population?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom.  The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience.  Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow  (Bookmarked in Diigo)
  • students who attend fully online
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Are these students that solely attend online classes?  Do they attend classes on campus as well?
  • ...8 more annotations...
  • traditional and non-traditional students i
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious.  I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.  
  • If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. 
  • Jun 12th, 2014
  • Aug17
  • Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
  • I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
Diane Gusa

CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning - 1 views

www.criticalthinking.org/page.cfm

shared by Diane Gusa on 26 Jun 09 - Cached
  • Thinking is not driven by answers but by questions
  • every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking
  • To think through or rethink anything, one must ask questions that stimulate our thought.
  • ...7 more annotations...
  • thinking begins with respect to some content only when questions are generated by both teachers and students.
  • No questions equals no understanding. Superficial questions equals superficial understanding. Most students typically have no questions. They not only sit in silence, their minds are silent as well. Hence, the questions they do have tend to be superficial and ill-informed. 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.
  • Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 23 Jun 10
       
      An entirely radical and unique approach to assessment. I wonder if anyone has tried it before. It will be the most demanding exam ever.
  • Feeding students endless content to remember (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need questions to turn on their intellectual engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.
  • It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      HMMMMMMMM I would like to think about this and maybe try it.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      My sticky note got "stuck" in the wrong place...should be down by testing by students listing all the questions they had in course.
  • Mike Fortune on 23 Jun 10
     
    CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they assume that answers can be taught separate from questions. Indeed, so buried are questions in established instruction that the fact that all assertions - all statements that this or that is so - are implicit answers to questions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?"
Alicia Fernandez

Learner Generated Contexts - 0 views

learnergeneratedcontexts.pbworks.com/...l%20for%20designing%20learning

andragogy heutagogy pedagogy learner generated context learning continuum

shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
  • Alicia Fernandez on 07 Jun 14
     
    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
Alicia Fernandez

Preparing the Academy of Today for the Learner of Tomorrow | EDUCAUSE.edu - 0 views

www.educause.edu/...academy-today-learner-tomorrow

adult learners adult education student attitudes

shared by Alicia Fernandez on 22 Jul 14 - No Cached
  • Alicia Fernandez on 22 Jul 14
     
    Predicted to be America's first generation to exceed 100 million persons,1 the wave of Net Geners entering colleges and universities brings a blend of behaviors, attitudes, and expectations that creates opportunities-as well as challenges-for higher education.
diane hamilton

Using the Web to Encourage Student-generated Questions in Large-Format Introductory Bio... - 0 views

www.ncbi.nlm.nih.gov/...PMC1854855

generating questions online

shared by diane hamilton on 30 Jun 12 - No Cached
  • diane hamilton on 30 Jun 12
     
    this study looks at web-based student generated questioning as a teaching tool
Lisa Martin

Tagxedo: Amazing Word Cloud Generator And 101 Ways To Use It… Word Clouds in ... - 0 views

21centuryedtech.wordpress.com/...uds-in-education-series-part-4

tagxedo word cloud generator Module 4 assignment

shared by Lisa Martin on 19 Jul 12 - No Cached
  •  The creater of  Tagxedo emphasized to me that Tagxedo has a few extra qualities  not found in all Word Cloud Generators. After visiting and experimenting with the site I agree that Tagxedo does offer some awesome features.
    • Lisa Martin
      Lisa Martin on 19 Jul 12
       
      I agree with this. I looked at many cites to create word clouds and found tagxedo to have the most customization options.
  • It is school friendly, due to the fact that it does not require a user log-in.
    • Lisa Martin
      Lisa Martin on 19 Jul 12
       
      This was important to me because I didn't want the girls in my course to feel overwhelmed with having to create too many accounts in the beginning of the course.
Aubrey Warneck

Peer Coaching: An Innovation in Teaching - 0 views

kolea.kcc.hawaii.edu/...meyer.html

coaching education peer couching peer teaching teaching

shared by Aubrey Warneck on 21 Jul 08 - Cached
  • TWO TYPES OF PEER COACHING: THERE'S SOMETHING FOR EVERYONE There are two general ways to participate in peer coaching, specific and non-specific. For specific participation, the teacher wants help with certain, pre-determined issues. If they are uncertain about where they most need help, such participants may want to first get videotaped and view the tape critically to help them identify their problem areas. Even teachers who can't get videotaped should try to think about what they would like to improve about their teaching. The peer coaches should pay particular attention to these issues while observing their partner's classes. In non-specific participation, the teacher wants an outsider to come and (1) help determine areas for improvement and/or (2) comment on the teacher's general approach. This form of participation may be ideally suited to experienced teachers who merely want general comments or for those who seeking help in a more general sense. In some ways, non-specific participation is like the "teaching consultants" discussed earlier.
    • Aubrey Warneck
      Aubrey Warneck on 21 Jul 08
       
      This type of peer coaching was used between two educators in which they observed one another and offered feedback about how they could improve classroom performance and teaching,
  • Peer coaching is an innovation that helps teachers improve their teaching. It is intended to be a mutually reciprocal process where two peers attend each other's classes and help each other enhance and enrich their methods of instruction. Because it is not based in formal evaluations, program participants have reported making more long-lasting changes than those based on more evaluative approaches. Peer coaching is a program that can be implemented in a variety of educational settings from elementary to collegiate levels.
    • Aubrey Warneck
      Aubrey Warneck on 21 Jul 08
       
      This paragraph notes that there are long term effects of using peer coaching and that the strategy can be applied to many educational environments.
  • Aubrey Warneck on 21 Jul 08
     
    A research article exploring the effects of peer coaching when used between educators in evaluating and improving classroom practices.
Joy Quah Yien-ling

The "V-PORTAL": Video Online Repository for e-Teaching and Learning... - The World Is Open - 3 views

travelinedman.blogspot.com/...v-portal-video-primers-in.html

online teaching online online course teacher development

shared by Joy Quah Yien-ling on 12 Dec 10 - No Cached
  • Joy Quah Yien-ling on 12 Dec 10
     
    List of 27 videos: 1. Planning an Online Course 2. Managing an Online Course: General 3. Managing an Online Course: Discussion Forums 4. Providing Feedback 5. Reducing Plagiarism 6. Building Community 7. Building Instructor and Social Presence 8. Online Relationships: Student-Student, Student-Instructor, Student-Practitioner, Student-Self 9. Fostering Online Collaboration/Teaming 10. Finding Quality Supplemental Materials 11. Blended Learning: General 12. Blended Learning: Implementation 13. Blended Learning: The Future 14. Online Writing and Reflection Activities 15. Online Visual Learning 16. Using Existing Online Video Resources 17. Webinars and Webcasts 18. Podcasting Uses and Applications 19. Wiki Uses and Applications 20. Blog Uses and Applications 21. Collaborative Tool Uses and Applications 22. Hands-On/Experiential Learning 23. Coordinating Online Project, Problem, and Product-Based Learning 24. Global Connections and Collaborations 25. Assessing Student Online Learning 26. Ending, Archiving, Updating, and Reusing an Online Course 27. Trends on the Horizon
Alicia Fernandez

Heutagogy & The Craft of Teaching | The Heutagogic Archives - 0 views

heutagogicarchive.wordpress.com/...eutagogy-the-craft-of-teaching

heutagogy learner generated context

shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    Garnett's blog post about his continued work on learner generated contexts and teaching incorporating heutagogy
  • Alicia Fernandez on 07 Jun 14
     
    Garnett's blog post about his continued work on learner generated contexts and teaching incorporating heutagogy
Kelly Gorcica

Digital Natives, Digital Immigrants - Some Thoughts from the Generation Gap - 0 views

depd.wisc.edu/...Digital%20Natives.htm

shared by Kelly Gorcica on 06 Jun 13 - Cached
  • describe the generation gap separating today's students (the "Digital Natives") from their teachers (the "Digital Immigrants").
  • Digital Natives are used to receiving information really fast. They like to parallel process and multi-task.
  • Prensky's analogy struck a chord for me. I could easily identify with the 12-year-old boy who moves with his family to the "new world," quickly assimilates into the new culture, and learns to speak without an accent.
  • ...4 more annotations...
  • Prensky argues that the gap between Digital Natives and Digital Immigrants is the fundamental cause of the alleged "decline of education in the US," and he contends that our current educational system has not been designed to serve today's students
  • Digital Immigrants are attempting to teach the Digital Natives with methods that are no longer valid;
  • I find it hard to believe that neurological structures could change to such a dramatic extent from one generation to the next.
  • we may be doing them a disservice to de-emphasize "legacy" content such as reading, writing, and logical thinking, or to say that the methodologies we have used in the past are no longer relevant.
  • Kelly Gorcica on 06 Jun 13
     
    digital natives vs digital immigrants
diane hamilton

Generate HTML Tables Clean and Fast - 0 views

tablegen.nfshost.com

creating tables html

shared by diane hamilton on 23 Jun 12 - Cached
  • diane hamilton on 23 Jun 12
     
    a tool for table generation - it allows you to set up a table and provides the html code that you can copy and paste to other locations to place your table wherever you want
Maria Guadron

Faculty « Distance & Extended Education - 0 views

dee.uidaho.edu/faculty

student-centered learning online face-to-face

shared by Maria Guadron on 16 Aug 12 - No Cached
  • Generally, your success in teaching online will depend upon your willingness to learn some new technologies, rethink your pedagogical methods, and to commit to frequent online interaction with your students.
  • Maria Guadron on 16 Aug 12
     
    "Generally, your success in teaching online will depend upon your willingness to learn some new technologies, rethink your pedagogical methods, and to commit to frequent online interaction with your students."
diane hamilton

Intergenerational communication in the classroom: recommendations for successful teache... - 0 views

www.freepatentsonline.com/...194701408.html

technology communication classroom intergenerational

shared by diane hamilton on 03 Jun 12 - No Cached
  • Traditionalists are often described as loyal, hardworking, conservative, and faithful to their employers. Many have worked faithfully for 30 years and have a very strong work ethic
  • Baby Boomers are known to crave recognition, value respect, see education as a birthright, and favor personable communication to build rapport with peers and co-workers
  • Xers tend to be skeptical, independent workers who highly value a balance between their work and their social life. They desire their time off more than extra pay or promotions and have little fear of changing jobs. In turn, they do not expect employer loyalty. This generation is shaped by a culture of instant results. They are comfortable with multitasking, are motivated to get the job done, value efficiency and directness, expect immediate responses, and look at education as a means to an end
  • ...3 more annotations...
  • Millennials tend to be highly collaborative and optimistic and are very comfortable with technology (cell phones that are cameras, iPods, and PDAs). Like their parents, they focus on a work/life balance
  • Table 1. Successful Communication Strategies for Four Generations
  • Table 2. Teaching/Motivational Strategies for Four Generations
  • diane hamilton on 03 Jun 12
     
    description of intergenerational differences and how to improve student-teacher relationships
  • diane hamilton on 03 Jun 12
     
    description of intergenerational differences and how to improve student-teacher relationships (scroll down to find full text)
Alicia Fernandez

Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views

www.ifets.info/...10.pdf

instructional design online learning online student attitudes online instructor attitudes

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
Amy Varano

TechTiger's Weblog - 0 views

techtiger.tripod.com/blog

shared by Amy Varano on 21 Jul 08 - Cached
  • Amy Varano on 21 Jul 08
     
    "Uncanny" may be a feeling that most of the parents of students in my online course may be feeling as they support their child in taking an online class.
  • ...5 more comments...
  • Amy Varano on 21 Jul 08
     
    Some of the students in my online course may identify with the character TechTiger. Being part of the millennial generation, they may feel misunderstood by their parents and teachers.
  • Amy Varano on 21 Jul 08
     
    According to Michael Wesch, 112.8 million blogs have been created over the last five years. Anyone could be a published writer!
  • Amy Varano on 21 Jul 08
     
    Click on Kanying's name. We are familiar with blogs and journaling, however it is amazing to see a blog that is written in a different language. It is even more amazing to think about the 112.8 million blogs that are created and how many of them are in foreign languages. If we were cultural anthropologists, what could we learn from viewing these diverse digital journals?
  • Amy Varano on 21 Jul 08
     
    This is a common misconception for parents. They think that because their child is working on a computer it is unconstructive. In some ways their theory is true, especially if their child is not taught how to constructively use the computer as a learning tool. How do we instill in our children and students that the computer is a powerful learning tool?
  • Amy Varano on 21 Jul 08
     
    These are just a few things students could do using a web blog. What if they were instructed on how to use this technology based environment in an educational setting? The child's learning possibilities would soar.
  • Amy Varano on 21 Jul 08
     
    Parents, teachers, and administrators need to be instructed on how to create meaningful learning activities using new technology such as the computer. Students are longing for this kind of authentic and meaningful learning. What is the purpose of school if students are not presented with critical thinking and problem solving activities that bring them to a higher level of thinking and learning?
  • Amy Varano on 21 Jul 08
     
    The resource I would like to add for the MERLOT project is actually a resource that I submitted to MERLOT back in April. The resource is a blog/power point presentation that is designed to be a resource for parents. The information in this power point presentation comes from Victoria Carrington's article "The Uncanny: Digital Texts and Literacy". The power point presentation is designed in an easy to read story book format which tells of a modern day child named "TechTiger" who changes the perspective of his parents, teachers, and other in the older "uncanny" generation due to his media literacy and experiences with contemporary culture. I will incorporate this resource into my online course by adding it to my parent corner. Since my Life Cycle course is intended for a third grade audience, I have designed an area for parents so that they are aware of what their child is learning in this course as well as ways they could enrich their child outside of my course on topics they are learning. Some parents who have their child enrolled in my online course may be "uncanny" to media literacy and have some of the concerns that are addressed in the resource TechTiger's Space. The resource TechTiger's Space may put into perspective some parent's fears with technology as well as the added benefits to put their minds at ease and support their child's online learning experience.
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