Thinking is not driven by answers but by questions
13More
CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning - 1 views
-
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
- ...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.
-
-
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.
-
-
CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning
-
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?"
15More
The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views
-
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.
-
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)
-
On-demand interaction and support services
4More
Constructivism as a Paradigm for Teaching and Learning - 0 views
-
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.
UCF Information Fluency Initiative: Home - 0 views
12More
My New Adventure in Online Teaching - 1 views
-
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.
-
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.
- ...6 more annotations...
-
Iโve constantly considered and reconsidered the importance of my role as the teacher as Iโve laid out Module after Module.
-
I am still not entirely sold on the need to have the entire course completed ahead of time โ though who am I to argue with the experts?
-
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 didnโt entirely think was realistic, to disappointment in myself that, even though I thought I had caught up, I obviously was still just treading water. Iโve 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 Iโm all the better for it.
1More
accesselearning Module 1: Disabilities Seizure Disorder - 0 views
-
-
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
-
18More
5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views
-
helping communicate to students how much time and energy you and your institution expect them to invest in their work
-
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.
- ...15 more annotations...
-
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
-
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.
-
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
-
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)
-
Some may be spending more time because theyโre 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, โspending more timeโ may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
21st Century Information Fluency - 0 views
6More
Jim's viewable streams of thought - 2 views
-
What Iโm 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?
-
Itโs not about being the โsageโ but about being in a room full of people and interacting on issues I love.
-
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.
-
-
-
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 Iโve built and there is evidence of learning.
using diigo in ETAP687 - 22 views
1More
What Everybody Ought to Know About Instructional Design ยป The Rapid eLearning... - 0 views
1More
e-mentor: Validating a measure of presence in an online community - 0 views
-
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.
24More
Can YouTube enhance student nurse learning? - 0 views
- ...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 โpanaceaโ for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies โwill transform the way nursing education is offeredโ in the future.
-
The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
-
keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
-
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 .
-
Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is โYouTubeโ telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207โ210. 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
-
They describe this as the: โprocess of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as โperformative pedagogyโ that they effectively engage in their everyday lives as a fundamental process of meaning-makingโ (Kellner and Kim, 2009, p. 15).
-
Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
1More
Understanding Multimedia Leaning: Integrating Multimedia in the K-12 classroom. - 0 views
3More
Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views
-
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).
2More
Thoughts on how/if my online course will work with my in-school class | JJ Wagner - 0 views
-
I havenโt found any information yet that shows a class being run simultaneously online and in the class room setting.
15More
Communication in Online Courses: Strategies for Providing Feedback - 0 views
- ...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 donโt 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.
-
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.
-
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.
17More
Reflections on Online Learning - 1 views
-
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 Iโm taking a big risk here with this topic.
-
Not just another Edublogs.org weblog. :D
- ...9 more annotations...
-
-
So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
-
Time to finish strong.
-
he power or the perceived power of education and itโs 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 itโs 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.