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James Ranni

writing and keeping journals - a guide for informal educators, project workers and teac... - 0 views

www.infed.org/...keeping_a_journal.htm

shared by James Ranni on 27 Jul 09 - Cached
  • James Ranni on 27 Jul 09
     
    Some good advice for constructing journals
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?"
Shoubang Jian

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views

technologysource.org/..._surpasses_facetoface_learning

shared by Shoubang Jian on 28 May 09 - Cached
  • Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
  • ar more writing-intensive than traditional classes
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
  • ...6 more annotations...
  • relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
  • teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
  • Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
  • teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
    • jessica mascle
      jessica mascle on 28 May 09
       
      i wonder if my teaching style matches?
  • On-demand interaction and support services
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      new technology, like Eluminate, allows teachers to conduct office hours in a virtual environment. Participants can talk to each other, share desktop, share the same browsing experience, chat, draw charts. Fantastic.
  • Jessica Backus-Foster on 28 May 09
     
    Reading for Module 1
  • ...1 more comment...
  • jessica mascle on 28 May 09
     
    see highlighting
  • jessica mascle on 28 May 09
     
    do i have to respond to others?
  • Jennifer Boisvert on 09 Jun 09
     
    10 facts about online education
diane hamilton

Constructivism as a Paradigm for Teaching and Learning - 0 views

www.thirteen.org/...index.html

communities constructivism learning constructivist theory

shared by diane hamilton on 17 Jun 09 - Cached
  • In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
  • Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
  • Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.
  • Catherine Strattner on 21 Jun 12
     
    What is constructivism? How does a constructivist teacher teach?
Jennifer Boisvert

The Official Tourism Website of Aruba - Information for Travel, Hotels, and Reservations - 0 views

www.aruba.com

aruba

shared by Jennifer Boisvert on 30 May 09 - Cached
  • Jennifer Boisvert on 30 May 09
     
    Aruba- an island located in the Southern Caribbean. A fantastic vacation spot.
alexandra m. pickett

My New Adventure in Online Teaching - 1 views

gcc23.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • I also was reminded that in many cases, our students technical skills often far surpass our own and that our course development and approach to online teaching should be informed by that fact. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      how do you come to this conclusion? is it supported in the SLN demographic data? are you sure this it true? do you buy into the digital native vs. immigrant assertion?
  • I already recognize that this will require me to sacrifice spontaneity and creativity at times but I think on balance it is the right way to go.
  • online teaching requires me to do something I hate - completely rethink my approach. 
  • ...6 more annotations...
  • theory is easy and practical application is a lot of blood, sweat, and tears. 
  • I’ve constantly considered and reconsidered the importance of my role as the teacher as I’ve laid out Module after Module.
  • I am still not entirely sold on the need to have the entire course completed ahead of time – though who am I to argue with the experts? 
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 09
       
      hey bill. our research findings support this assertion and i want you to know that there is a positive and significant correlation between the percentage of course completed prior to the first day of the course and student (and faculty) satisfation and reported learning. Seems like building the airplane whilst in flight is not a good idea - the faculty experience is negatively impacted and the students also notice...
  • In other words, modifications can be done in a controlled setting. 
  • My emotions ran the spectrum from a little bit of anger at being asked to complete a task that I didn’t entirely think was realistic, to disappointment in myself that, even though I thought I had caught up, I obviously was still just treading water.  I’ve settled somewhere in the middle but regardless I decided to just put and shut up and make my way through the remainder of the course development process.
  • what I will take away from it is so much more than any all-nighter I might have put in.  I now feel confident to teach my own online courses and hope to begin implementing a hybrid online program in the 2010-2011 school year.   This class has given me that kind of confidence and I’m all the better for it.
Jane DeMeis

accesselearning Module 1: Disabilities Seizure Disorder - 0 views

www.accesselearning.net/...1_08.php

shared by Jane DeMeis on 16 Jul 09 - Cached
    • Jane DeMeis
      Jane DeMeis on 16 Jul 09
       
      I am getting diappointed as I read on this website. Anyone would have difficulty with this type of information, not TBI and convulsions most often do not have anything to do with learning abilities, they are a result of a chemical imbalance, birth dfect, or injury which may cause other cognitive impairment. ARGGGHH
Jessica Backus-Foster

5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views

www.tltgroup.org/...5_Time_Task.htm

time on task

shared by Jessica Backus-Foster on 13 Jul 09 - Cached
  • helping communicate to students how much time and energy you and your institution expect them to invest in their work
  • the ability to store work and work-in-process on the school's network
  • ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
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  • With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
  • availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
  • “capturing students’ beer time
  • streaming video versions of all lectures
  • our approach to students is to encourage students to do what works for them (but to be sure to do it!)
  • Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
  • Hot links to articles and other readings
  • E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
  • Searching for journal articles using electronic bibliographic databases has been a major time saver for students
  • electronic reserves at the library
  • Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
  • "2 hours outside to 1 hour in class
  • Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
  • Going 'paperless" has saved me much time on task
  • publisher of one of our texts provides a tutorial CD and website as well as online course support
alexandra m. pickett

Jim's viewable streams of thought - 2 views

kobejim.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • What I’m really coming to grips with is how much the students might not be actually understanding when I communicate orally.  How much of this information is not remembered?
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      exactly! : )
  • It’s not about being the “sage” but about being in a room full of people and interacting on issues I love. 
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      I LOVE how you put this Jim!! For me my room is here with you and the others in our class, and i feel the exact same way. My fondest wish for all of you is that you get to experience your love of teaching- - that same feeling of love and satisfaction you get f2f -- in an online teaching and learning environment too.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      jim: breathe.... i am so sorry. i know how very frustrating this can be.... just a week ago i lost one of my blog posts ... i was crushed and frantic after spending a whole day writing the post... if you follow me on twitter you may have seen my frantic panic expressed in my appeals for help to the the twitterverse for assistance/suggestions on how to recover the post ... i just spent so much time on it....and i have no idea how i deleted it. I am not sure if this will help, but unbelievable after doing all kinds of things to try to recover my post, i actually found it by hitting the back button on my browser. I am on a mac and using firefox, so i don't know if it would work in other browsers or on a PC. there may also be other factors. I never shut down my computer and i use millions of tabs. I think my copy was still in the cache of the computer on the tab that i had used to create the post... anyway. i hope you are ok now. and i look forward to this post. me
  • ...1 more annotation...
  •  How do I prove this? Just take a look at the course I’ve built and there is evidence of learning. 
alexandra m. pickett

using diigo in ETAP687 - 22 views

Welcome to diigo! Click on the link "using diigo in ETAP687" to view this topic. The ETAP687 group is a group for students in UAlbany online Intro to Online Teaching course. W...

diigo education onlinelearning onlineteaching

started by alexandra m. pickett on 01 May 10 no follow-up yet
Michael Lucatorto

What Everybody Ought to Know About Instructional Design » The Rapid eLearning... - 0 views

www.articulate.com/...now-about-instructional-design

shared by Michael Lucatorto on 04 Jun 11 - Cached
  • he role of the instructional designer is to help the learners make sense of the new information they get.
Diane Gusa

e-mentor: Validating a measure of presence in an online community - 0 views

bit.ly/kHHICi

online social-cognitive-teacher presence

shared by Diane Gusa on 03 Jun 11 - No Cached
  • Diane Gusa on 03 Jun 11
     
    One model that has gained a good deal of attention is the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000). The CoI framework is a process model that provides a comprehensive theoretical model that can inform both research on online learning and the practice of online instruction. The CoI model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence and cognitive presence.
ian august

Can YouTube enhance student nurse learning? - 0 views

www.sciencedirect.com/...S0260691710001802

you tube digital media learning

shared by ian august on 02 Jun 11 - No Cached
  • is
  • Constraints
  • Constraint
  • ...20 more annotations...
  • students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
  • Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
  • Today's students are experienced in digital interaction from an increasingly early age
  • The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
  • already being used as both an informal and formal learning tool by many
  • it can be accessed anywhere at any time.
  • students can engage with their learning at a time and place to suit them.
  • YouTube as a tool in the classroom can lead to increased engagement in several key ways.
  • keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
  • visual methods of delivery is an established method of keeping material ‘memorable’
  • Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
  • ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
  • YouTube opens the door to find alternative representations of anything you might want to say
  • Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
  • Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
  • Therefore the role of the lecturer is to stimulate discussion
  • They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
  • Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
  • YouTube is a resource of user-generated content with no quality regulation
  • ian august on 02 Jun 11
     
    benefits of using youtube to learn, and some constraints
Nicole Arduini-Van Hoose

Understanding Multimedia Leaning: Integrating Multimedia in the K-12 classroom. - 0 views

s4.brainpop.com/...inPOP_White_Paper-20090426.pdf

shared by Nicole Arduini-Van Hoose on 05 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 05 Jun 11
     
    Describes the way the brain processes multimedia information and the benefits of incorporating it in education.
Maria Guadron

Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views

www.infed.org/...et-knowl.htm

andragogy Pedagogy learning knowles adult_learning

shared by Maria Guadron on 08 Jun 11 - Cached
  • 1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
  • 1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
  • Maria Guadron on 03 Jun 12
     
    Malcolm Knowles and andragogy
alexandra m. pickett

Thoughts on how/if my online course will work with my in-school class | JJ Wagner - 0 views

jaytiger8.edublogs.org/...l-work-with-my-in-school-class

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • I haven’t found any information yet that shows a class being run simultaneously online and in the class room setting.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      JJ: i am not sure what you mean. do you mean i a k12 classroom that is enhanced with online activities? or do you mean where some of the class is online and some f2f? or where there are 2 cohorts of students one f2f and one online?
Lauren D

Communication in Online Courses: Strategies for Providing Feedback - 0 views

www.ion.uillinois.edu/...feedback.asp

feedback education teaching online

shared by Lauren D on 12 Jun 11 - Cached
  • Here are strategies for providing feedback in the Virtual Classroom
  • Clearly communicate exactly how participants will be graded.
  • Set evening hours if most of your students work during the day.
  • ...10 more annotations...
  • Be prepared to use a variety of delivery systems for feedback in case the technological system fails
  • Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
  • Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
  • Provide private, weekly updates to EACH participant on their grade status.
  • Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
  • Make interpretive as well as descriptive comments.
  • the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
  • Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
  • Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
  • formative assessment
  • Donna Angley on 12 Jun 11
     
    The importance of continuous and prompt teacher feedback in the virtual classroom.
  • Maria Guadron on 07 Jun 12
     
    Online students need more support and feedback because they may feel alienated online. Read some strategies to provide feedback here!
alexandra m. pickett

Reflections on Online Learning - 1 views

mikelucatorto.edublogs.org

shared by alexandra m. pickett on 13 Jun 11 - No Cached
  • Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.
  • How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 11
       
      hi mike! i think it is a risk, but i am open to you trying. frankly, i don't see how it can work, but if you are passionate about it and believe it can work and will show and prove that it can, i would support your choice and be very interested to see that.
  • Not just another Edublogs.org weblog. :D
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      brilliant!
  • ...9 more annotations...
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Bookmarked a book in diigo that someone pdf. Teaching as a subversive activity. Wouldn't it be great if you created such a wonderful course that your students CHOOSE to continue learning without credit!
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      You may also want Kohn's Punish by Rewards. Another worn out book on my bookshelp.
  • So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
  • What is my role? What is the future role of the instructional designer?
  • I couldn’t help but think that all of these questions led to more
  • Time to finish strong.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      :-)
  • education is one of the most fundamentally revolutionary acts.
  • he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.
  • I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?
  • Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.
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