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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.
Irene Watts-Politza

Increasing Access to Higher Education: A study of the diffusion of online teaching amon... - 0 views

www.irrodl.org/...238

higher education online teaching faculty development Shea and Pickett

shared by Irene Watts-Politza on 01 Jul 12 - No Cached
  • Irene Watts-Politza on 01 Jul 12
     
    This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. Four variables are significantly associated with faculty satisfaction and adoption or continuation of online teaching - levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.
Sue Rappazzo

55% of adult internet users have broadband at home or work; Home broadband adoption has... - 0 views

www.pewinternet.org/...enetration-on-the-Upswing.aspx

Tools Technology

shared by Sue Rappazzo on 07 Jun 10 - Cached
  • Only 10% of rural Americans go online from home with high-speed connections, about one-third the rate for non-rural Americans.
  • Overall, 48 million American adults had high-speed connections in the home in February 2004. This represents a growth of 60% since March 2003 when 30 million Americans had broadband connections at home. Fully half of this growth has taken place since November 2003, suggesting that it was a broadband holiday season for many Internet users in the winter of 2003/2004.
  • As for the pool of dial-up users who may one day move to broadband, 40% say they would like to get it and 58% say they don’t plan to get it. Of the 40% who would like to get broadband at home, many are not interested in paying more for it: 22% say they would not pay an extra dime for broadband at home and on average this group said they would pay about $9.40 per month extra for broadband. Of the 58% of dial-up users who say that they are not interested in broadband at home, half say they would not pay anything extra for it. On average these users say they would pay only about $4.25 a month more for broadband.
  • Sue Rappazzo on 07 Jun 10
     
    High speed internet users early 2000's
Nicole Arduini-Van Hoose

Remarks by the President on Innovation and Sustainable Growth - 0 views

www.whitehouse.gov/...udson-Valley-Community-College

shared by Nicole Arduini-Van Hoose on 29 May 11 - Cached
  • Nicole Arduini-Van Hoose on 29 May 11
     
    Speech by President Obama at Hudson Valley Community College on September 21, 2009 on economic recovery, alternative energy expansion, higher education, and strengthening of infrastructures (like internet access)
Michael Lucatorto

The Law of Accelerating Returns | KurzweilAI - 0 views

www.kurzweilai.net/he-law-of-accelerating-returns

Kurzweil accelerating technology

shared by Michael Lucatorto on 03 Jul 11 - Cached
  • The paradigm shift rate (i.e., the overall rate of technical progress) is currently doubling (approximately) every decade; that is, paradigm shift times are halving every decade (and the rate of acceleration is itself growing exponentially). So, the technological progress in the twenty-first century will be equivalent to what would require (in the linear view) on the order of 200 centuries. In contrast, the twentieth century saw only about 25 years of progress (again at today’s rate of progress) since we have been speeding up to current rates. So the twenty-first century will see almost a thousand times greater technological change than its predecessor.
  • An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense “intuitive linear” view. So we won’t experience 100 years of progress in the 21st century — it will be more like 20,000 years of progress (at today’s rate). The “returns,” such as chip speed and cost-effectiveness, also increase exponentially. There’s even exponential growth in the rate of exponential growth. Within a few decades, machine intelligence will surpass human intelligence, leading to The Singularity — technological change so rapid and profound it represents a rupture in the fabric of human history. The implications include the merger of biological and nonbiological intelligence, immortal software-based humans, and ultra-high levels of intelligence that expand outward in the universe at the speed of light.
kasey8876

Online Nation: Five Years of Growth - 0 views

files.eric.ed.gov/...ED529699.pdf

Online Learners

shared by kasey8876 on 04 Jun 14 - No Cached
  • kasey8876 on 04 Jun 14
     
    Five Years of Growth in Online Learning represents the fifth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous four years, is aimed at answering some of the fundamental questions about thenature and extent of online education, supported by the Alfred P. Sloan Foundation.
Alicia Fernandez

The 8-Step Process for Leading Change - 0 views

www.kotterinternational.com/...changesteps

change agent change management organizational

shared by Alicia Fernandez on 06 Jul 14 - No Cached
  • Alicia Fernandez on 06 Jul 14
     
    To successfully react to windows of opportunity, regardless of the focus - innovation, growth, culture, cost structure, technology - a new methodology of change leadership is required.
alexandra m. pickett

one small step for blogging…one giant leap for me - 4 views

lisamartin371.edublogs.org

lrnchat via:packrati.us edchat

shared by alexandra m. pickett on 28 May 12 - No Cached
  • Someone please explain to me the whole “hashtag” thing. PLEASE!  I feel so out of the loop!
  • I guess I just assumed that she was the exception,
  • I realize now that I was taking this, as well as all of my other skills, for granted.
  • ...16 more annotations...
  • Twitter
  • not getting feedback on my course profile or course information documents. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      I am still trying to figure out how to not be overwhelmed with the volume of interaction in this course. : )
    • Lisa Martin
      Lisa Martin on 25 Jun 12
       
      I realized since I wrote that how much more you have to do than usual...I can't imagine!
  • I also realized that my ideas come from a desire to incorporate social networking more into online courses. 
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      take a look at this http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/ - i think you are thinking about a social networking site. In the future you may want to consider this as a companion to your course.
    • Lisa Martin
      Lisa Martin on 25 Jun 12
       
      Thanks Alex!
  • ~I continue to be astonished every week with how much I am growing and learning in this course.  Not only am I learning how to be an effective online instructor and everything that it entails, but I am also learning a lot about myself.~
  • I lose track of time and hours have gone by without me even realizing it. 
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      that is the definition of "engagment"
  • “What young children perceive that their teachers do plays a more significant role in their socio-emotional outcomes than what teachers report they do” (p. 30).  We have an EVEN bigger impact than we thought!
  • “Am I providing a bridge for my students from their prior knowledge to where I want them to be and where THEY want to be?” “What am I doing to facilitate their growth not only in building a positive self-image, but also as learners in general?” “Am I REALLY taking into consideration their interests, passions and motivations?” And finally, “What Would Alex Do?”
  • “I really like how you tell them you are there for them.  A lot of my teachers give us confusing assignments and I never feel like I can ask them questions.” 
  • When she was done going through everything she said, “Are you actually going to teach this class? Can I take it when you do?” 
  •   I was spending so much time figuring out the tools that I felt like I wasn’t spending time on content.  I realize now that I needed to spend that time and those tools were part of the content of this course. 
  • I LOVE learning in general!  I liked learning before…well I never disliked it anyway…well unless it was math…or science…I had no idea what it was like to truly LOVE learning.  Its sad to me that it took me 30 years to experience this.  Did I work A LOT in this course?  Did I give up much of my social life?  Did I stay up too late?  YES, YES and YES.  Was it worth it? Absolutely!  Did I mind? NOT ONE BIT…Reflecting on the fact that I worked so hard and so much on something and not only wasn’t bothered by it, but enjoyed every moment was a HUGE wake up call to me. 
  • You just have to have passion and a belief in yourself.
  • This was the only course I have EVER taken in which I will walk away having truly internalized knowledge.  I know that I internalized what I have learned because when I was reviewing my classmate’s courses I didn’t have to refer to a book or a checklist, it was all in my head.  When I look back at my undergrad education, I have always said that I didn’t feel like I actually “learned” anything until I student taught and learned by DOING.  That’s exactly what happened in this course, I learned by doing.  This is only course that has ever provided me with this type of experience and it has shown me what quality education should be, not only online but in a face-to-face situation as well.
  • We(myself, my classmates AND Alex) worked together in this course to contribute to the construction of our knowledge. 
  • It wasn’t until this summer when I turned 31 that I finally experienced being a student in a student-centered, constructivist environment that actually got me to THINK.  Not just think, but think critically…It took 31 years for me to experience a true community of learners!  I don’t want other students to have to wait 31 years to experience what its like to REALLY LEARN!
  • I want to CHANGE someone the way that Alex, ETAP 640 and all of you have CHANGED me.
  • Lisa Martin on 28 May 12
     
    I'm posting the link to my blog so that I can practice adding bookmarks to diingo
William Meredith

Getting Started Teaching Online | The Sloan Consortium - 0 views

sloanconsortium.org/225451

shared by William Meredith on 28 Jun 12 - No Cached
  • Online enrollments continue to increase substantially (Allen & Seaman, 2010, p. 2), as nearly one third (30%) of higher education students take at least one online course (Allen & Seaman, 2010, p. 2).
  • These data revealed that online learning has been adopted in the mainstream of higher education with trends indicating continued growth. Unfortunately, however, institutions often require instructors to design/develop online courses and/or transition into teaching in the online learning environment sans an understanding of the fundamental pedagogical/andragogical differences among face-to-face (f2f), blended/hybrid, and online learning environments.
  • William Meredith on 28 Jun 12
     
    preparing to teach online
b malczyk

Benefits of Diversity in Education - 0 views

www-personal.umich.edu/...benefits.html

shared by b malczyk on 01 Jun 12 - Cached
  • students in classrooms and in the broad campus environment will be more motivated and better able to participate in a heterogeneous and complex society
  • Cognitive growth is fostered when individuals encounter experiences and demands that they cannot completely understand or meet, and thus must work to comprehend and master the new
  • more frequently expressed democratic sentiment
  • ...5 more annotations...
  • greater motivation to take the perspective of others
  • less often evaluated the University’s emphasis on diversity as producing divisiveness between groups
  • enjoyed learning about the experiences and perspectives of other groups more than the control students
  • participants were more interested in politics and also had participated more frequently in campus political activities.
  • The discrepancy that racial and ethnic diversity on college campuses offers students for personal development and preparation for citizenship in an increasingly multicultural society depends on actual experience that students have with diverse peers.
  • b malczyk on 01 Jun 12
     
    This article describes some of the potential benefits of diversity in education. In my post I suggest that online education provides a unique means of increasing diversity which comes with the benefits described in this article.
b malczyk

The Changing Demographics of America | 40th Anniversary | Smithsonian Magazine - 0 views

www.smithsonianmag.com/...g-Demographics-of-America.html

demographics minorities

shared by b malczyk on 01 Jun 12 - No Cached
  • For all these reasons, the United States of 2050 will look different from that of today: whites will no longer be in the majority. The U.S. minority population, currently 30 percent, is expected to exceed 50 percent before 2050. No other advanced, populous country will see such diversity.
  • most of America’s net population growth will be among its minorities, as well as in a growing mixed-race population. Latino and Asian populations are expected to nearly triple, and the children of immigrants will become more prominent. Today in the United States, 25 percent of children under age 5 are Hispanic; by 2050, that percentage will be almost 40 percent.
  • b malczyk on 01 Jun 12
     
    This article describes some of the changes in demographics within the US.
alexandra m. pickett

Reflections Blog - Just another Edublogs.org site - 1 views

wamered.edublogs.org

shared by alexandra m. pickett on 11 Jun 12 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 12
       
      Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : )
    • William Meredith
      William Meredith on 25 Jul 12
       
      I envy you for not having a cell phone!  I took mine to France but told people not to call me.  One of the best parts of being away!
  • it helps remove the filter.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      interesting. really? say more about that. : )
  • Alex mentioned her desire not to allow students to unsubscribe from the posts.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
  • ...28 more annotations...
  • I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
  • my presence could be demonstrated in other ways than just logging in daily or talking to students.
  • I came to realize that
  • in this course I feel as though everything I learn is huge.
  • it feels as though I am letting the students go without my assistance.
  • This is were the “earth-shattering” part comes in.  I am learning that I am not letting the students go.  I am going to be there.
  • I can fully see the difference between f2f and online teaching and WHY those differences exist.
  • In the beginning of this course my intention was to translate my f2f assignments and activities to an online format.  This made me feel comfortable as I knew that these activities worked for me and for most of my students.  Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building.  They represented ease for me, and that cannot be the focus in online learning.
    • alexandra m. pickett
      alexandra m. pickett on 26 Jul 12
       
      this is a brilliant observation bill!
  • Yet, I know I will always want to be tweaking my activities!
  • My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
  • But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
  • Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful.  This may not always be the case with f2f courses.  Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes.  For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
  • I am not decisive as I would like to be.
  • While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
  • The article  written by Mark Edmundson, a professor at UVA, questions the validity of online learning. 
  • I have discovered that my thoughts are completely different on online education as a result of this class.  While this is probably not a huge development it has been interesting to watch my opinions change so much.  So, for the moment that is where I am.
  • I discovered that just inserting technology does not suddenly make things better. 
  • I leave this course knowing that presence is more than just responding to students. 
  • Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
  • if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time.  But community depends heavily on presence and the two really work in tandem.
  • Yet, the blame lies solely with me for just assuming that my students know how to do something.
  • Instead, instructors, both f2f and online, need to assume that their students do not know how to do something.  Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments.  Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
  •   I truly struggled with this course and I walk away feeling fantastic about it.
  • Coming into this course I figured we would read a few articles about online education and create a course shell for an online course.  Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed. 
  • Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      what would you say? i would like to read that rebuttal.  : ) 
  • Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking. 
  • Online education is the way of the future and more important, it needs to be done correctly.
  • o in my new “educated” role, I would like to try and be an advocate for online education.  I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it.  Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
alexandra m. pickett

More Interaction In Online Courses Isn't Always Better - Forbes - 1 views

www.forbes.com/...ine-courses-isnt-always-better

shared by alexandra m. pickett on 15 Jun 12 - No Cached
  • Danielle Melia on 15 Jun 12
     
    "Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction… Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in interaction, and course completion rates… Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth."
dkiesel

http://www.youtube.com/watch?v=w2-axIk5yyI - 0 views

Dr Pickett wanted me to elaborate on this video about the dangerous growth rate in China as my counter to the DiBlassi video we watched with all the staggering numbers.

technology

started by dkiesel on 11 Jun 14 no follow-up yet
Danielle Melia

Interaction in Online Courses: More is NOT Always Better - 2 views

www.westga.edu/...Grandzol_Grandzol132.html

interaction courses education learning teaching online technology

shared by Danielle Melia on 18 Jun 10 - Cached
  • Francisca Capponi on 18 Jun 10
     
    "Interaction in Online Courses: More is NOT Always Better"
  • Joy Quah Yien-ling on 19 Jun 10
     
    Very interesting hypothesis and findings. Makes you think. Left readers dangling - did not follow up with reasons why more interaction is not always better. A qualitative investigation after the quantitative findings would have provided some insights. Good literature review, but all in favor of interaction! More studies needed to lend support to the findings. A meta-analysis would be valuable.
Melissa Pietricola

Litz - Student-directed Assement in ESL/EFL: Designing Scoring Rubrics with Students (T... - 1 views

iteslj.org/...StudentDirectedAssessment.html

student directed

shared by Melissa Pietricola on 19 Jun 10 - Cached
  • negotiable contracting and his research shows that students who are given a role in the assessment process and provided with the appropriate direction by their teachers are able to accurately evaluate their strengths and weaknesses and better pinpoint areas where they need to focus their efforts for improvement
  • develop a clearer picture of the task and their teacher's expectations while the teachers reported that they had clearer instructional goals
  • As a result, students typically perform at higher levels and gradually come to view assessment not as an arbitrary form of reward or humiliation, but rather as a positive tool for educational enrichment and growth.
  • ...2 more annotations...
  • In this way the teacher presents his or her own expectations for the assigned work but also asks the students their opinion of what they think would constitute quality work
    • Melissa Pietricola
      Melissa Pietricola on 19 Jun 10
       
      This might be the greatest asset; having the students articulate what they think is quality work.
  • openness and accomplishment
  • Melissa Pietricola on 19 Jun 10
     
    student created assessment tools
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