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Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views

www.iier.org.au/khine.html

ways knowing study learning module 4 assignment

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
Alicia Fernandez

From Andragogy to Heutagogy - 0 views

www.psy.gla.ac.uk/...Heutagogy.html

andragogy huetagogy pedagogy learning continuum

shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.
  • Alicia Fernandez on 07 Jun 14
     
    In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.
cpcampbell88

Learning from experience - 0 views

learningfromexperience.com/k-MLED-LFE-website-2-10-08.pdf

shared by cpcampbell88 on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
  • cpcampbell88 on 29 Jul 14
     
    It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
lkryder

REAP - Resources > Assessment Principles: Some possible candidates - 0 views

www.reap.ac.uk/...resourcesPrinciples.html

assessment feedback principles reap design teaching learning

shared by lkryder on 17 Aug 14 - No Cached
  • Table 1: Principles of good formative assessment and feedback. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct? Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by students in your course, and if so, in what ways? Ensure that summative assessment has a positive impact on learning? To what extent are your summative and formative assessments aligned and support the development of valued qualities, skills and understanding. Encourage interaction and dialogue around learning (peer and teacher-student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course? Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Give choice in the topic, method, criteria, weighting or timing of assessments. To what extent do students have choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks in your course? Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions? Support the development of learning communities To what extent do your assessments and feedback processes help support the development of learning communities? Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful? Provide information to teachers that can be used to help shape the teaching To what extent do your assessments and feedback processes inform and shape your teaching?
  • lkryder on 17 Aug 14
     
    a web resource with the REAP material in the JISC pdf for easier bookmarking
alexandra m. pickett

Instruction by Design - 5 views

mcm1199.edublogs.org

communityofinquirey etap640 via:packrati.us CoI onlinelearning

shared by alexandra m. pickett on 12 Jun 13 - No Cached
alexabliss liked it
  • I was a bit surprised
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 13
       
      why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
  • I have been pushed to find out and learn about topics relevant to me!
  • I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
  • ...14 more annotations...
  • After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
  • First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
  • When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course.  I am working with the concepts and ideas introduced in each module, researching, relating, and making connections.  Then I bring my work back to the community to share.  My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
  • Now we are discussing how we are using text based environments to create intimacy in learning environments.  Perhaps, it is not all that different
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 13
       
      BRILLIANT!!!
  • I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience.  This may be through reviewing materials or engaging in activities, but that seems less important to me now.  The crucial part is now designing the interactions. 
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      Eureaka!! it is NOT about content : ) brilliant!
  • my workshop is really about the journey rather than the destination
  • I realized that although you may think you are engaging students in your course, it may be trickier than you expect
  • I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”. 
  • I have been able to make the big connections, and form ideas in a way that previously has been difficult for me. 
  • I feel as though the reflection assignments have provided the context for my brain to think in a different way.  This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously!  It seems kind of strange to say that, but it is true!  I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
  • I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      interesting...
  • Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
  • Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 13
       
      brilliant!!
  • Maree (4)
Maree Michaud-Sacks

Meridian Article: Authentic Learning: A Practical Introduction & Guide for Implementation - 0 views

www.ncsu.edu/...authentic_learning

authentic learning

shared by Maree Michaud-Sacks on 30 May 13 - No Cached
  • Learning is closely connected to the world beyond the walls of the classroom.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      This is what I will be exploring in my online course. How can we use technology to connect classroom learning with real life practice.
  • Students produce a product that can be shared with an audience outside the classroom.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      This idea relates to students using multimedia to present their experience. Being able to summarize and present what they learned is a good reflection, and is a product that can be shared outside the classroom.
  • Learning is student driven with teachers, parents, and outside experts all assisting/coaching in the learning process.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      Even though authentic learning is student centered, instructor can still help guide learners by assisting and coaching when needed.
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  • Students have opportunities for social discourse.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      Another reason to utilize discussion. Students can learn more through conversations with colleagues and peers.
Heather Kurto

JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views

scholar.lib.vt.edu/...dixon.html

learning transfer problem solving

shared by Heather Kurto on 07 Jun 13 - No Cached
  • There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
  • A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
  • ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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  • The problem solving process begins as soon as the problem solver generates enough information about the problem space to gain an understanding of the problem.
  • Representation in the problem-solving process refers to how the solver mentally represents the problem. The solver’s representation of the problem is directly related to his or her existing knowledge structure of the content of the problem.
  • Students have to increase their reflective practice to aid their metacognition and transfer of STEM concepts.
  • Different individuals have different conceptual knowledge and will make different associations to their knowledge. Exposure to the constraints and affordances of a particular context in which a problem exists will invariably influence the way in which the student represents a problem in a similar context.
  • Sanders (2009) admitted that it is difficult to prepare a teacher that is competent in all three bodies of knowledge, given the volume of content knowledge necessary to be an effective science, mathematics or technology educator.
  • This pedagogical approach is not without its challenges, as students may still compartmentalize their knowledge. Also, it is often difficult logistically and in terms of instructional timing for teachers across STEM discipline to collaborate effectively (Crismond, 2011; Kimbell & Stables, 2008).
  • Good and poor problem solvers differ in their recall of information from previously encountered problems and by extension their ability to transfer concepts to the target problem. This difference exists because poor problem solvers tend to remember surface similarities between problems, while good problem solvers remember underlying conceptual structures that make two problems similar although they have different surface features (Sutton, 2003).
  • Until student assessment methods are modified to reflect less dependency on standardized tests, engineering and technology educators will garner greater collaboration from math and science teachers when the latter can see that engineering and design-based curriculums does improve students’ ability to solve standardized test problems.
Maria Guadron

Where's the Learning in Service Learning? | National Service-Learning Clearinghouse - 0 views

www.servicelearning.org/...2202

service-learning citizenship learning

shared by Maria Guadron on 22 Jun 12 - No Cached
  • Maria Guadron on 22 Jun 12
     
    Eyler and GIles (1999) discuss "the potential of service-learning to enhance the learning process"
Amy M

Research Study: Self-regulated learning in massive open online courses « Lear... - 0 views

worklearn.wordpress.com/...in-massive-open-online-courses

shared by Amy M on 19 Jul 12 - No Cached
  • How do participants plan, implement and reflect upon their learning goals within Change MOOC?What strategies do they use to self-regulate their learning?What tools do they use to self-regulate their learning? How do participants draw upon collective knowledge – people and other environmental resources – when planning, implementing and reflecting upon their learning goals within Change MOOC? What are the environmental factors, in particular those related to the coherence of the information space and structure of the MOOC, that constrain or enable SRL? What are the similarities and differences in the use of SRL strategies between learners who have diverse self-regulatory profiles? For example, do learners who score higher on self-regulatory skill measures use significantly different goal planning, implementation and reflection strategies than participants who score lower on the SRL measures?
  • Amy M on 19 Jul 12
     
    research on self-regulated learning and MOOCs
Maria Guadron

JohnRTurner_HPT_resource: Training & Learning Theories: Pedagogy, Angragogy, Heutagogy - 0 views

johnrturnerhptresource.blogspot.com/...earning-theories-pedagogy.html

student-centered learning Heutagogy

shared by Maria Guadron on 08 Aug 12 - No Cached
  • Maria Guadron on 08 Aug 12
     
    "Heutagogy is the study of self-determined learning in which the focus is person-centered (Davis, 2001) as opposed to teacher-centered or teacher-student centered. Heutagogy was coined in 2000 by Hase and Kenyon, acknowledging that "learners do immensely valuable work for themselves by filling in the gaps of their formal education through discovery and reflection" (Parslow, 2010, p. 121). A heutagogical environment would focus on both the development of the learner as well as the development of the learners capability to learn and capacity to learn (Blaschke, 2012)."
Fiona Grady

Learning communities in classrooms: A reconceptualization of educational practices - 0 views

isites.harvard.edu/...munities%20in%20Classrooms.pdf

learning communities teacher role knowledge building classrooms

shared by Fiona Grady on 06 Jun 12 - No Cached
  • Fiona Grady on 06 Jun 12
     
    Bielaczyc, K. & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practices. In C. M. Reigeluth (Eds.), Instructional-design theories and models. A new paradigm of instructional theory (pp. 269-292). Mahwah, NJ: Lawrence Erlbaumn Associates. Discusses learning communities and outlines principles for the design of effective learning communities.
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
Lauren D

Distance Learning: Promises, Problems, and Possibilities - 0 views

www.westga.edu/...valentine53.html

technology online web2.0 distance_learning education

shared by Lauren D on 19 Jun 12 - Cached
  • Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning.  The instructors must be trained “not only to use technology, but also to shift the way in which they organize and deliver material” (Palloff & Pratt, 2000, pg. 3). 
  • In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3).  This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation, yet many times the instructor and the technicians do not meet until the initial class meeting
  • The technology will undoubtedly keep improving and the price will drop, as technology is prone to do once it comes into general use.  Already we see improvement in the delivery systems of compressed video and computer assisted instruction.  Despite student problems with distance learning, studies indicate they are relatively satisfied with what they are receiving.
  • Lauren D on 19 Jun 12
     
    Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained "not only to use technology, but also to shift the way in which they organize and deliver material" (Palloff & Pratt, 2000, pg. 3).
sherrilattimer

ACVE - Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...docgen.asp

teaching adults pedagogy andragogy active learning

shared by sherrilattimer on 09 Jun 14 - No Cached
  • pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
    • sherrilattimer
      sherrilattimer on 10 Jun 14
       
      Not everyone is the same at the same age, and they certainly don't have the same experience.
  • traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
  • The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
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  • Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
  • Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
  • Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
  • Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
  • Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
  • Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
  • sherrilattimer on 09 Jun 14
     
    This is an online version of Kerka's "Teaching Adults: Is it Different?"
Hedy Lowenheim

How Do I Invest? | Beginning Investing - 4 views

www.fool.com/...how-do-i-invest.aspx

Module 4 assignment

shared by Hedy Lowenheim on 31 Jul 13 - Cached
  • What is investing?Any time you invest, you're devoting your own time, resources, or effort to achieve a greater goal. You can invest your weekends in a good cause, invest your intelligence in your job, or invest your time in a relationship. Just as you undertake each of these expecting good results, you invest your money in a stock, bond, or mutual fund because you think its value will appreciate over time.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Very useful site for my course in personal finance. The site explains personal finance in very simple terms. Most anyone should be able to relate to how the information on investing is presented. Great information on topics such as investing, goal setting, active and passive management, etc., that correspond to many of my course's learning objectives.
  • Planning and setting goalsInvesting is like a long car trip: A lot of planning goes into it. Before you start, you've got to ask yourself: Where are you going? (What are your financial goals?) How long is the trip? (What is your investing "time horizon"?) What should you pack? (What type of investments will you make?) How much gas will you need? (How much money will you need to reach your goals? How much can you devote to a regular investing plan?) Will you need to stop along the way? (Do you have short-term financial needs?) How long do you plan on staying? (Will you need to live off the investment in later years?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      The car trip analogy that the authors use in this article for planning & setting personal financial goals, is something everyone can relate to. This gave me some excellent ideas that will definitely be of use to me in my course since financial goal planning is another one of my learning objectives. I felt that the car trip analogy used on the site will assist with understanding the planning that goes into creating medium and short term goals was brilliant, and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example what to bring on the trip, how long it will take, how many stops there will be along the way, etc.
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding cash management and cash flow and having the students understand how important it is to save, and put that money to work. Site has some very useful examples on how to save and put away money automatically in a disciplined fashion.
  • Active and passive strategiesThe two main methods of investing in stocks are called active and passive management, and the difference between them has nothing to do with how much time you spend on the couch (or the exercise bike). Active investors (or their brokers or fund managers) pick their own stocks, bonds, and other investments. Passive investors let their holdings follow an index created by some third party.
  • ...1 more annotation...
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Another one of my learning objectives is understanding the difference between active and passive management. This site will definitely be helpful in refining some of the learning objectives in my course. It might also be a good site to post a link to for more information on specific person investing topics.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      how will you use this resource in your course, Hedy?
    • Hedy Lowenheim
      Hedy Lowenheim on 31 Jul 13
       
      Alex I plan on using this Motley Fools web site which focuses on investment basics since the personal investing terms and strategies are presented very clearly, simply and with humor and relate directly to learning objectives in my modules; such as active and passive strategies in relation to investing (module 6), cash management/cash flow (module 2), and short and medium goal planning (module 3). The site will be an excellent resource for the students. This will also introduce them to the Motley Fool web site which should be helpful to them throughout the course and afterward. I felt that the car trip analogy used on the site to help understand the planning that goes into creating medium and short term goals was brilliant and something everyone should be able to relate to. Creating medium and short term goals are also learning objectives in my course, (module 3). It should be an excellent way to engage students, since most everyone travels and has to put energy into planning out their trips, for example things like what to take on the trip, how long it will take, how many stops there will be along the way, etc. I added some comments under the highlighted areas in Diigo with sticky notes (you should also be able to view them on the site) that reference a few of my learning objectives. By the way, I did find some useful sites on Merlot & OER, but many of linked to PDF files. A link on Merlot led me to the Motley Fools web site. I hope this helps! Hedy
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      this looks great Hedy! thanks! not sure what you meant by the comment about pdfs. you should be able bookmark pdfs... : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I am under the impression that you cannot highlight text & create sticky notes in PDFs (just tested again), that was why I was having a hard time finding an acceptable site for the assignment in Merlot, most were PDF files. I guess I could have bookmarked them in Diigo and entered my comments write on the Diigo site instead of on the actual URL. I was thrilled once the Merlot site linked to the Motley Fool site!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      ahhh. yes, that is true, put you can bookmark the resource, and annotate it on the diigo site - exactly as you describe! just wanted to be sure you knew that : )
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      I thought you might have wanted us to do highlighting and sticky notes for the assignment and right from the actual URL site. I must say that in the past 24 hours I have became much more familiar with Diigo, sink or swim, but I still need to work with it. Love the tool! Will we have access to Diigo after the course? Thanks and get some rest!!
    • alexandra m. pickett
      alexandra m. pickett on 01 Aug 13
       
      yes. i want to be sure you can use this tool, so i am glad you persisted!! and i am really glad you love the tool. me too! yes you will have access to this group and this tool beyond the end of the term. that is one of the reasons i use the tool!
    • Hedy Lowenheim
      Hedy Lowenheim on 01 Aug 13
       
      Excellent!! Be great if students continue to use it. Looks like these messages b/t us are not for public viewing. Is that a setting you turned on? I know there is public/pvt setting for sticky notes when you first create one (that's what was giving a bunch of students issues), but I do not see that setting on these notes. Hope this makes sense. Thanks& hope swimming is going well! Hedy
efleonhardt

Why we need group work in Online Learning | online learning insights - 1 views

onlinelearninginsights.wordpress.com/...-group-work-in-online-learning

online learning collaboration groups

shared by efleonhardt on 24 Jun 12 - No Cached
  • collaboration is about open, learning, relationships, sharing and innovation.
  • Learning from and through peers is a dimension of learning both in the class and online that is often negated. In previous posts, I’ve also discussed the need for social presence as one of three dimensions of the community of inquiry model, which is foundational to successful group work. Students’ ability to express themselves confidently online is necessary for effective team learning.
  • For e-learning and online educators, incorporating group work into courses is a non-negotiable, given the demands and needs for collaboration and [online] communication skills.
  • William Meredith on 24 Jun 12
     
    The necessity for group work in online courses
Melissa Pietricola

News: The Evidence on Online Education - Inside Higher Ed - 0 views

www.insidehighered.com/...online

education research online learning

shared by Melissa Pietricola on 14 Jun 10 - Cached
  • learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning," the report says.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      benefits to online learning as students spent more time on task than students in the face to face environment.
  • differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages
  • This new report reinforces that effective teachers need to incorporate digital content into everyday classes and consider open-source learning management systems, which have proven cost effective in school districts and colleges nationwide
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      What is meant by an open-source learning management system??
  • ...1 more annotation...
  • open-source learning management systems
  • Joy Quah Yien-ling on 14 Jun 10
     
    This summarizes the key findings of the report "Evaluation of Evidence-Based Practices in Online Learning".
Sue Rappazzo

Learning styles - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_styles

learning styles

shared by Sue Rappazzo on 12 Jun 10 - Cached
  • (VARK) models[18]: visual learners; auditory learners; reading/writing-preference learners; kinesthetic learners or tactile learners[1]. Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their learning style and maximize their educational experience by focusing on what benefits them the most.
alexandra m. pickett

Mike's reflection blog on on-line learning within 2.0. - 1 views

mikefort1.edublogs.org

shared by alexandra m. pickett on 20 Jul 10 - Cached
rileybo liked it
  • I have 222 discussion questions. 
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      if you do all the work, who does all the learning? 222 question?! now wouldn't it be cool if your students came up with even half of those questions themselves?
  • It’s forced me to get out of my comfort area of relating to other music teachers and challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
  • I’ve included the student need for teaching presence in my discussion rubric but need to further create ways to be part of their learning.  This might be just sitting on the sidelines and observing until I feel the need to re-set the climate for learning if it’s off track.
  • ...8 more annotations...
  • By doing these activities I have become even more challenged and feel even more uncomfortable.  Now I am dipping my other foot in to the online course world.  I am inserting my knowledge to this new forum.  It’s as if I’m putting my quarter in and watching the wheels turn until they stop on something. What will that something be?  I must have felt that I was in some kind of comfort zone. Then I was understanding and proving myself valuable to the other student’s learning.
  • I am going to have to think very deeply about. That suggestion is to give more freedom to my students. The students in my course can better express their creativity by having to create their own activities!  Wow!  This is going to be hard…
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      sometimes you can only achieve what you are trying to achieve by letting go... trust yourself and trust your students.
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks for the advice Professor!
  • Creating PDFs takes lot of time
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      I have been following your posts, I know you finally got it to work and were able to link pdfs successfully!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Yes thankfully!
  • 222
  • If discussions wane then I can take one of these questions out and use them to stimulate new discussions
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      hey that's great and smart idea!
    • Mike Fortune
      Mike Fortune on 09 Aug 10
       
      Thanks. They are not going to be introduced all together. That would be too much.
  • seeismic did not register me properly
    • Joan Erickson
      Joan Erickson on 03 Aug 10
       
      can you try again with a junk email account? I'd love to hear your input
  • Being taught what is effective, seeing it being applied to me and then being involved in reflection of its relation to my instruction is the sequence of events that [helped my learning].  This might seem as a surprising statement considering my own blog entry requirements were so open-ended and free-form, a sincere effort to provide scaffolding, that looking back such an attempt could not result in effective metacognitive resolution.
  • Therefore I will continue exploring what I have learned in this course and consider the possibility that there may have been things going on in this course that I did not learn because I did not internalize them.  (3)
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