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Donna Angley

A Constructionist Approach to Online college Learning - 0 views

xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/?genre=article&issn=10967516&title=Internet+%26+Higher+Education&volume=7&issue=2&date=20040601&atitle=A+constructivist+approach+to+online+college+learning.&spage=79&pages=79-93&sid=EBSCO:A

on-line education educational theory constructionist assessment

shared by Donna Angley on 12 Jun 11 - No Cached
  • Donna Angley on 12 Jun 11
     
    The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
Donna Angley

awarding credit for online and blended courses - Dec. 2010 Regents meeting issue - 0 views

www.regents.nysed.gov/...1210p12d4.pdf

education Board of Regents on-line d

shared by Donna Angley on 18 Jun 11 - No Cached
  • Donna Angley on 18 Jun 11
     
    Should the Board of Regents add a new section 100.5(d)(10) of the Commissioner's Regulations to prescribe requirements for awarding units of credit for student completion of online and blended courses?
Nicole Arduini-Van Hoose

Classrooms: Goals, Structures, and Student Motivation - 0 views

xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/?genre=article&issn=00220663&title=Journal+of+Educational+Psychology&volume=84&issue=3&date=19920901&atitle=Classrooms%3a+Goals%2c+structures%2c+and+student+motivation.&spage=261&pages=261-

shared by Nicole Arduini-Van Hoose on 17 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 17 Jun 11
     
    examines the classroom learning environment in relation to achievement goal theory of motivation
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

module 2 21stcenturylearning e-learning WEB2.0 education learning_environments

shared by Diane Gusa on 16 Jun 11 - Cached
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
      Diane Gusa on 16 Jun 11
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
  • ...10 more annotations...
  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
Diane Gusa

Interaction and Immediacy in Online Learning | Woods | The International Review of Rese... - 0 views

www.irrodl.org/...268

interaction immediacy online learning research db5

shared by Diane Gusa on 12 Aug 11 - No Cached
  • Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
  • Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
  • an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
  • ...4 more annotations...
  • Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
  • Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
  • “Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
  • Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
Diane Gusa

Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching a... - 0 views

www.ejel.org/...download.html

web2.0 utube wikis blogs RSS

shared by Diane Gusa on 04 Aug 11 - No Cached
  • Diane Gusa on 04 Aug 11
     
    Abstract: YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education
Diane Gusa

A dialogic approach to online facilitation - 0 views

www.ascilite.org.au/...swann.html

online facilitation collaborative community caring dialogue

shared by Diane Gusa on 29 Jul 11 - No Cached
  • Social construction of understanding has long been a significant underlying principle of learning and teaching
  • Learning through dialogue with others has a long history.
  • main themes of learning theory
  • ...16 more annotations...
  • cognition is situated in particular social contexts (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991); knowing is distributed across groups (Cole, 1991; Perkins, 1993); and learning takes place in communities (Lipman, 2003; Scardemalia & Bereiter, 1996; Wenger, 1998).
  • "a space where conversation can occur
  • the integration of concrete experience and abstract thought; the integration of reflection and action; the spiral nature of these two; the relationship between separate and connected knowing; and the balance between collaboration and leadership.
  • The learning process must be constituted as a dialogue between tutor and student" (1993, p. 94)
  • Community of Practice and Community of Inquiry theory
  • The Community of Inquiry model is based not on the Community of Practice model but, at least in part, on Lipman's work with children (2003) in which "tutor and children collaborate with each other to grow in understanding, not only of the material world, but also of the personal and ethical world around them" (Wegerif, 2007, p. 139)
  • Although reflective dialogue has strong connections with Lipman's notion of multidimensional thinking, in that reflection allows synthesis, there may be difficulties with the use of this term as it has been used elsewhere with different connotations (Brookfield, 1995; Schon, 1983).
  • Yet students often find this kind of thinking difficult to express when they are learning something new, perhaps because emerging ideas are very vulnerable to criticism
  • the dialogic space is broadened to include other types of dialogue which contribute to the development of understanding yet which are easier for students to express. Creative dialogue opens up a reflective space in which issues can be explored with encouragement and trust.
  • Another technique is "thought shower" - similar to but perhaps less intense than brainstorming - in which even implicit judgement is suspended. Creative thinking, or dialogue, is not the same as creativity, which is often associated with art and design, yet it appears to have an important role in discovery
  • A third aspect of this reflective space is caring dialogue,
  • each of the participants really has in mind the other or others in their present and particular being, and turns to them with the intention of establishing a living mutual relation between himself and them."
  • Buber calls this intersubjectivity
  • The focus is on listening and understanding (Bakhtin, 1986), or reading and understanding in an asynchronous online environment
  • Caring thinking also includes caring about the topic or subject (Lipman, 2003, p. 262), which Sharp (2004) calls pedagogic caring,
  • Identifying (information responsive): Students explore the knowledge base of the discipline in response to questions or lines of inquiry framed by teachers ("What is the existing answer to, or current state of knowledge on, this question?") Pursuing (information active): Students explore a knowledge base by pursuing their own questions and lines of inquiry ("What is the existing answer to, or current state of knowledge on, my question?") Producing (discovery responsive): Students pursue open questions or lines of inquiry, framed by tutors or clients, in interaction with a knowledge base ("How can I answer this open question?") Authoring (discovery active): Students pursue their own open questions and lines of inquiry, in interaction with a knowledge base ("How can I answer my open question?") (Levy, 2009).
  • Diane Gusa on 29 Jul 11
     
    AJET 26(1) Swann (2010) - another approach to think about for my discussion forum.
Donna Angley

MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short... - 0 views

ocw.mit.edu/...syllabus

shared by Donna Angley on 16 Jul 11 - No Cached
Kristen Della liked it
  • different writers have addressed issues of plot, character, place and theme
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I'm feeling more confident that my modules are right on topic.
  • devoted to workshops of original student stories.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      This is really a great idea and one that I will keep in mind as my course evolves. I really enjoy writing myself and watching students write creatively, so this might be something I'd want to incorporate into my course eventually.
  • Reading the stories and articles as assigned and participating in discussion of these works is the center of our exploration.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      The discussions in the online environment are the heart of the course learning activities.
  • ...3 more annotations...
  • We shall workshop stories by both professional writers
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Excellent idea!
  • your journal
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      My students will be blogging as their journaling tool.
  • The requirements to receive an A are harder to quantify, but they include more sophistication and grace in the writing, lively storytelling, and prose that approaches publishable quality.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Seems a little vague...perhaps a rubic would help students to understand how to get the "A"
alexandra m. pickett

The Metaconstitutional Manifesto: A Bourgeois Vision of the Classless Society - 3 views

www.merlot.org/...viewMaterial.htm

manifesto vision society Module 4 assignment. Module 4 assignment.

shared by alexandra m. pickett on 18 Jul 11 - No Cached
  • ccording to the author, "In the following pages I am going to argue that, mixed in with all the nonsense in his ideas, Marx did get two things right: First: To achieve an ideal society we must indeed move beyond capitalism. (Historical experience since Marx wrote, and a principled, systematic analysis of his ideas, however, indicate that the direction in which he proposed to move away from capitalism was profoundly incorrect.) Second: An ideal society will indeed be a classless one. (However it will not be achieved by liquidating the bourgeoisie by a revolutionary process, as Marx thought. Instead, it will be reached by elevating the proletariat into the bourgeoisie by a process of reform.)"
    • Michael Lucatorto
      Michael Lucatorto on 22 Jul 11
       
      I would like to use Ch. 5 to highlight the issues that occur with majority rule for minority groups
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 11
       
      perfect!!!!
  • Michael Lucatorto on 18 Jul 11
     
    Module 4 Assignment
  • alexandra m. pickett on 22 Jul 11
     
    ok... now how will you use this in your online course?
  • alexandra m. pickett on 22 Jul 11
     
    Module 4 Assignment
Diane Gusa

Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views

radicalpedagogy.icaap.org/...garner.html

modile 4 assignment pedagogy teaching humor metaphor learning

shared by Diane Gusa on 09 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      Very strong statement!
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
  • The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
  • ...15 more annotations...
  • Better comprehension,
  • increased retention of material,
  • more comfortable learning environment
  • effective use of these strategies.
  • Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
  • The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
  • Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
  • According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
  • teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
  • Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
  • According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
  • . In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
  • Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
  • be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
  • Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
  • Diane Gusa on 09 Jul 11
     
    I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
ian august

White House considers new social media avenues - Nextgov - 0 views

www.nextgov.com/...ng_20110628_9125.php

shared by ian august on 03 Jul 11 - No Cached
  • Social media primarily played an organizing role during the 2008 races, with campaign staffs largely in charge of their candidates' social media presence and interaction with supporters, said Mindy Finn, a new media adviser to Republican candidates. During the 2012 presidential campaign, Finn predicted, social media power will become more decentralized with supporters and oppo
  • nts forcing candidates to address issues they might otherwise avoid. "I don't think we're going to see the most interesting or impactful ideas coming out of the c
  • Something similar happened on an internal level while Phillips was an adviser to Obama's 2008 campaign, Phillips told the audience.
  • ...1 more annotation...
  • After then-Sen. Obama abandoned his pledge to filibuster legislation that would give retroactive immunity to U.S. telecommunications providers that participated in the Bush administration's warrantless wiretapping of Americans, the largest group on his campaign organizing site, MyBarackObama.com, revolted and began castigating him on the site's comment boards. "Everyone was walking around the building saying, 'Holy cow. What's going on? This isn't what we want to talk about,' " Phillips said. "But it got to a point where we said, 'Let's just tell them where we stand.' " The campaign ended up putting then-campaign adviser and now deputy National Security Adviser Denis McDonough in the middle of the Web chats to explain Obama's position and respond to criticism.
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Diane Gusa

Indigenous Knowledge Systems/Alaska Native Ways of Knowing - 0 views

www.ankn.uaf.edu/...Indigenous_Knowledge.html

knowledge systems native ways knowing module 4

shared by Diane Gusa on 07 Jul 11 - No Cached
  • This article seeks to extend our understanding of the processes of learning that occur within and at the intersection of diverse world views and knowledge systems, drawing on experiences derived from across Fourth World contexts, with an emphasis on the Alaska context in particular
  • Until recently there was very little literature that addressed how to get Western scientists and educators to understand Native worldviews and ways of knowing as constituting knowledge systems in their own right, and even less on what it means for participants when such divergent systems coexist in the same person, organization or community.
  • issues on a two-way street, rather than view them as a one-way challenge to get Native people to buy into the western system.
  • ...6 more annotations...
  • ecognize the limitations of a mono-cultural education system,
  • While western science and education tend to emphasize compartmentalized knowledge which is often de-contextualized and taught in the detached setting of a classroom or laboratory, indigenous people have traditionally acquired their knowledge through direct experience in the natural world.
  • The incongruities between western institutional structures and practices and indigenous cultural forms will not be easy to reconcile
  • The complexities that come into play when two fundamentally different worldviews converge present a formidable challenge.
  • As a concept, indigenous knowledge benchmarks the limitations of Eurocentric theory — its methodology, evidence, and conclusions — reconceptualizes the resilience and self-reliance of indigenous peoples, and underscores the importance of their own philosophies, heritages, and educational processes. Indigenous knowledge fills the ethical and knowledge gaps in Eurocentric education, research, and scholarship (2002:5).
  • The study of indigenous knowledge systems as it relates to education falls into three inter-related research themes: documentation and articulation of indigenous knowledge systems; delineating epistemological structures and learning/cognitive processes associated with indigenous ways of knowing; and developing/assessing educational strategies integrating indigenous and western knowledge and ways of knowing.
Diane Gusa

ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views

74.125.155.132/scholar

MYTHS online education teaching student-centered

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Online education, on the other hand, is declared to be “a more student-centered, collabora- tive, and egalitarian learning environment” (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
  • (Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
  • Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
  • ...3 more annotations...
  • This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
  • This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
  • Our own conclusion is that the “guide” versus “sage” debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
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