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Danielle Melia

EBSCOhost: Training for faculty who teach online - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching online education education learning online

shared by Danielle Melia on 29 Jun 12 - No Cached
  • Danielle Melia on 29 Jun 12
     
    The development and progress of distance education through online technologies has grown over the past ten years. Though community colleges across the United States have seen the largest increase, are its faculty members prepared to teach online? The following study examines strategies administrators may use to train faculty who teach online courses at the community college level.
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
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  • 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

Finding flow | Psychology Today - 0 views

www.psychologytoday.com/...finding-flow

flow developmentally appropriate

shared by b malczyk on 01 Jun 12 - Cached
  • Flow also happens when a person's skills are fully involved in overcoming a challenge that is just about manageable, so it acts as a magnet for learning new skills and increasing challenges. If challenges are too low, one gets back to flow by increasing them. If challenges are too great, one can return to the flow state by learning new skills
  • b malczyk on 01 Jun 12
     
    Explaining the concept of flow--one important component of which is when a person's abilities are matched with manageable challenges
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

www.educause.edu/...education-survey-says%E2%80%A6

Survey online teaching

shared by Heather Kurto on 06 Jul 12 - No Cached
  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
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  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • ), and educational opportunities.25Online Teaching Skills.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
  • Gary Bedenharn on 06 Jul 12
     
    The study of what online teaching might look like in the near future.
Lauren D

Theory_and_Practice_of_Online_Learning - 0 views

www.aupress.ca/...ractice_of_Online_Learning.pdf

strategies critical_thinking teaching direct_instruction motivating research

shared by Lauren D on 11 Jul 12 - No Cached
  • Lauren D on 11 Jul 12
     
    The effective online learning teacher makes provision for negotiation of activities, or even content, to satisfy unique learning needs. As they become more informed participants and consumers of formal education, learners are also demanding increased input into the control of their learning
Maria Guadron

Building a better student discussion | e! Science News - 0 views

esciencenews.com/...ng.a.better.student.discussion

student-led discussions online learning

shared by Maria Guadron on 22 Jul 12 - No Cached
  • Maria Guadron on 22 Jul 12
     
    "While discussions can be variable and unpredictable in meeting course goals, having a clear approach and organization can increase the potential for active learnin"
Maria Guadron

TEAL Center Fact Sheet No. 6: Student-Centered Learning | Teaching Excellence in Adult ... - 0 views

teal.ed.gov/...studentcentered

student-centered learning

shared by Maria Guadron on 15 Aug 12 - No Cached
  • Maria Guadron on 15 Aug 12
     
    "Instructional strategies and methods are used to Manage time in flexible ways to match learner needs. Include learning activities that are personally relevant to learners. Give learners increasing responsibility for the learning process. Provide questions and tasks that stimulate learners' thinking beyond rote memorization. Help learners refine their understanding by using critical thinking skills. Support learners in developing and using effective learning strategies for each task. Include peer learning and peer teaching as part of the instructional method. "
Fiona Grady

Designs for collective cognitive responsibility in knowledge-building communities. - 1 views

tccl.rit.albany.edu/...lective_JLS_zhang_revised4.pdf

collective cognitive responsibility opportunistic collaboration small teams

shared by Fiona Grady on 06 Jun 12 - No Cached
  • Fiona Grady on 06 Jun 12
     
    Discusses an experiment where students "assume increasing levels of collective responsibility for advancing their knowledge, as represented in their contributions to a communal knowledge space." "Pedagogical and technological innovations to facilitate opportunistic collaboration are discussed."
Lauren D

A Chronology and Analysis of the Andragogy Debate - 1 views

www.umsl.edu/...is_of_the_andragogy_debate.pdf

Andragogy analysis debate education learning teaching

shared by Lauren D on 09 Jun 12 - No Cached
  • Lauren D on 09 Jun 12
     
    The debate started with Malcolm Knowles, who fueled the conversation, stating that children and adults learn differently according to four assumptions: 1. As a person matures the self-concept moved from dependency toward self-direction 2. Maturity brings an accumulating reservoir of experience that becomes an increasing resource for learning 3. As the person matures, readiness to learn is increasingly oriented towards the person's social roles 4. As the person matures the orientation towards learning becomes less subject-centered and increasingly problem-centered
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

www.westga.edu/...howell63.html

shared by Irene Watts-Politza on 13 Jun 12 - Cached
  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
      Irene Watts-Politza on 13 Jun 12
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
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  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
  • Joan McCabe on 13 Jun 12
     
    Trends that affect distance education. The part that shows how different online students are now is very interesting.
alexandra m. pickett

School Engagement: Potential of the Concept, State of the Evidence - 0 views

rer.sagepub.com/...59.abstract

engagement

shared by alexandra m. pickett on 14 Jun 12 - No Cached
  • alexandra m. pickett on 14 Jun 12
     
    "The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think-research that could aid in the development of finely tuned interventions "
Amy M

201230 - SS152-VA - Developmental Psychology - 0 views

herkimer.sln.suny.edu/...default.asp

shared by Amy M on 17 Jun 12 - No Cached
  • Catherine Strattner on 17 Jun 12
     
    I love the idea of a coffee house section for socializing. I am trying to think of a title that might be more appropriate for 10-12 year olds. Any suggestions?
  • Amy M on 24 Jun 12
     
    No images?  I wonder how to increase visual interest.
Heather Kurto

Technology And The Way We Think [eScholarship] - 0 views

escholarship.org/...5f68t4nt

technology cognitive abilities

shared by Heather Kurto on 13 Aug 13 - No Cached
  • Publication Info:
  • Heather Kurto on 13 Aug 13
     
    You need to download this article to read it. This article talks about how technology is increasing our cognitive abilities. 
Daniel Hacker

EBSCOhost: Ditch the calculators - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

shared by Daniel Hacker on 18 Aug 13 - No Cached
  • Daniel Hacker on 18 Aug 13
     
    Many teachers as well as students insist, ``Why shouldn't we use calculators? They'll always be around, and we'll never do long division in real life.'' This may be true. It's also true of most math. Not many of us need to figure the circumference of a circle or factor a quadratic equation for any practical reason. But that's not the sole purpose of teaching math. We teach it for thinking and discipline, both of which expand the mind and increase the student's ability to function as a contributing individual in society: the ultimate goals of education.
Alena Rodick

Learners' Perceived Information Overload in Online Learning via Computer-Mediated Commu... - 0 views

eric.ed.gov/?id=EJ962651

instructional theory information overload

shared by Alena Rodick on 22 Jun 14 - No Cached
  • Alena Rodick on 22 Jun 14
     
    Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning.
aperr1

E-LEARNING AND STUDENTS' MOTIVATION.: EBSCOhost - 0 views

eds.b.ebscohost.com.libproxy.albany.edu/...pdfviewer

e-learning students motivation

shared by aperr1 on 15 Jun 14 - No Cached
  • aperr1 on 15 Jun 14
     
    Focuses on student motivation in online learning as well as strategies to help increase student motivation. 
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx

DOK Webb

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
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  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
lkryder

Ovid: Increased Interestingness of Extraneous Details in a Multimedia Science Presentat... - 0 views

ovidsp.tx.ovid.com.libproxy.albany.edu/...ovidweb.cgi

Technology learning education Teaching multimedia science presentation leads increased details Online

shared by lkryder on 16 Jun 14 - No Cached
  • lkryder on 16 Jun 14
     
    Cognitive load needs to be considered in course design, disruption and seduction through interesting but unnecessary components need to be considered
  • lkryder on 16 Jun 14
     
    cognitive load needs to be considered when deploying multimedia in online courses
Alicia Fernandez

Top-Ten IT Issues, 2013: Welcome to the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ues-2013-welcome-connected-age

IT issues educational technology technology and education

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    The EDUCAUSE IT Issues Panel has identified its annual top-ten IT issues for higher education. This year's issues reflect the increasing interconnections among external forces, institutional strategic priorities, and information technology in higher education.
Alicia Fernandez

Lost in Translation: Importance of Effective Communication in Online Education - 0 views

www.westga.edu/...betts122.html

online learning online communications student retention

shared by Alicia Fernandez on 22 Jul 14 - No Cached
  • Alicia Fernandez on 22 Jul 14
     
    Recommendations for integrating effective online communication into programming and instruction to increase student connectivity, engagement, and retention.
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