The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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shared by Diane Gusa on 09 Jul 11
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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
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I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
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Better comprehension,
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increased retention of material,
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more comfortable learning environment
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effective use of these strategies.
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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)
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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).
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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.
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According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
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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).
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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
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According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
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. In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
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Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
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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.
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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.
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I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
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ISETL : International Society for Exploring Teaching and Learning - 0 views
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Presentation Objectives are to: 1) Educate faculty on the pedagogical uses of avatars in the online classroom, 2)Provide an opportunity for participants to practice developing their own avatar and 3)Promote interest and improve confidence in using avatars as part of established learning activities and spark generation of new ideas. Presentation Audience: Faculty who desire to see improvement in the richness of their students’ online experiences will find this presentation interesting and beneficial. Faculty who have never considered using or developed their own avatars will find practical assistance. Presentation Activities: In this highly interactive session, participants with laptop computers will have the opportunity to create and publish an avatar, which can be posted on their faculty webpage or other Web 2.0 forum. The facilitator will also present avatars developed by undergraduate students as part of a class project and will invite participants to generate ways that they can use this medium in own classrooms. Description: Avatars have typically been associated with gaming, recreation and entertainment, and most recently were the central characters in a hugely successful blockbuster movie. Their use in learning environments is much less popular, although it is growing. A central definition has not emerged, although the following are generally accepted: “a digital representation
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Online instructors lament some of the same problems expressed by their students, not the least of which is the feeling of disconnection in the learning environmen
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Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41-56
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The social presence created by avatars may diminish some of these negative factors
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Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.
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Principles of Learning>Reflection - 0 views
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Without reflection, learning ends "well short of the re-organization of thinking that 'deep' learning requires" (Ewell, 1997, p.9).
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How often does out learning end because we fail to re-organize out thinking?
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ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views
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Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB) -
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Transformation via Online Learning - 4 views
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original target audience,
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Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
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adult online students
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I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
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students who attend fully online
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Are these students that solely attend online classes? Do they attend classes on campus as well?
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traditional and non-traditional students i
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This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
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The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
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If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
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in my experience this "undergrad" or age variable is not significant. : )
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I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
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Jun 12th, 2014
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Aug17
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Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
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I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
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Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
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Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views
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Reflections of Module 1
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The one thing that I did not realize before entering online courses is how it would impact my writing.
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In addition we as instructors should continue our learning process.
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It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
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So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
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Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
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When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
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so, you may think this course is about online teaching, but it is really about changing the world. : ) I need you to help me. Together we can do more than alone. "where are you?" is a multilayered question.
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What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
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This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
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April 2019 February 2017 July 2015 June 2015 January 2015 August 2014 February 2014 December 2013 November 2013 September 2013 August 2013 July 2013 June 2013 May 2013
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Research on the Effectiveness of Learning Management Systems (LMS) Use in Hig... - 0 views
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Analysis of a Rubric for Assessing Depth of Classroom Reflections - 0 views
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Retention and transfer of learned material are important—although too often merely implicit—goals of classes at the university level. Factors that enhance retention and transfer of learning are now key areas of research, and one frequently recommended method of enhancing these goals is to incorporate reflection into classroom practices (Saito & Miwa, 2007
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Boyle, Duffy, and Dunleavy (2003) demonstrated that deep learners are characterized by being intrinsically motivated, able to relate new materials to previously learned information, and able to critically evaluate information; deep learning is also positively related to grade point average (GPA) and average exam scores
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Finally, reflection has been linked
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incorporating reflections into the classroom is an important opportunity to increase depth of learning in the classroom. This study adds to this growing body of literature by presenting a new method for collecting and assessing reflections to make this incorporation more feasible
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to deeper thinking (Short & Rinehart, 1993
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Retention and transfer of learning are two variables related to knowledge, and their relationship to reflections should be studied explicitly rather than inferred from correlates (e.g., the relationship between reflection depth and GPA)
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Facilitating Interaction in Computer Mediated Online Courses - 0 views
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In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
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The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
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Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
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control
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From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
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Students become complex problem-solvers rather than just memorizers of facts
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Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
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Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
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Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
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From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
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From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
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From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
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More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
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Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
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Embodied Learning - 0 views
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It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience." Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about who to be: (imaginative projection: some participation in story-telling or drama) what the rules are (game recognition: the mental labor of identifying problems and how to solve them) how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)
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Far more than books or movies or music, games force you to make decisions. Novels may activate our imagination, and music may conjure up powerful emotions, but games force you to decide, to choose, to prioritize. All the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning to make the right decisions: weighing evidence, analyzing situations, consulting your long-term goals, and then deciding…. Those decisions are …predicated on two modes of intellectual labor that are kept to the collateral learning of playing games. I call them probing and telescoping (41) Probing: you have to probe the depths of the game’s logic to make sense of it and like most probing expeditions, you get result by trial and error, by stumbling across things, by following hunches (42-3) Telescoping is managing…simultaneous objectives… you can’t progress far in a game if you simply deal with the puzzles you stumble across; you have to coordinate them with the ultimate objectives on the horizon...Telescoping is about constructing the proper hierarchy of tasks and moving through the tasks in the correct sequence. It’s about perceiving relationships and determining priorities (54-55).
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Learning Reflections - Just another Edublogs.org site - 0 views
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I think I’ll hang around another week.
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talking with the professor and maximizing perception of student to access instructor are small things I can do to enhance the course and student satisfaction.
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I honestly have to say that this is an ongoing process because I learn something new every day that cause me to reevaluate things.
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I have also learned to be Open about to suggestions and change. Why? Because I know that learning is a lifelong process. Continuous learning and education has long since been a part of the social work field.
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habit
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I have to squeeze a lot of material into an online course
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doing it
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intent
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Thinking back on my experiences, I can say that I developed a support system and friendships through working with classmates in online classes, but before this class, I never realized that may have been the
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How do I know this? Because I just told you that I did. AND I did it verbatim from memory—that’s how I know. How else do I know that I learned this?
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I have been changed in many ways, particularly in how I think, how I will teach, how and what I will study in the future. I was a proponent of online learning before I took this course, I am a greater fan now that I understand the flip side of the equation. I love the course I built and want to keep working on it and improve on it so when I am ready (in the near future) I can teach it. I still do not think that I am quite ready to teach—there are a few things I need to work on. However, I am confident that I will be ready relatively soon. I feel confident and empowered!!!
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Service learning partnership with the Mallett School French Program | Campus Compact - 0 views
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Service learning at the University of Maine. "It could definitely serve as a service-learning model for other universities and communities. "
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Three Different Learning Styles - 0 views
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To learn about learning styles. To understand the differences between auditory, visual and kinesthetic learners To identify your own learning style There are three basic types of learning styles. The three most common are visual, auditory, and kinesthetic. To learn, we depend on our senses to process the information around us.
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shared by Lisa Martin on 08 Jul 12
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The role of student learning styles, gender, attitudes and perceptions on information a... - 0 views
www.sciencedirect.com.libproxy.albany.edu/...S0360131599000202
learning styles communication information technology attitudes perceptions
shared by Lisa Martin on 08 Jul 12
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Interesting study about how learning styles, gender, and attitudes and perceptions of communication and information technology effect learning.
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article02 - 0 views
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"The online learning classroom in its shift from the physical to the virtual may require new ways of approaching instructional design to best capitalize on the qualities that the online learning classroom offers (Mortera-Gutierrez, 2002, p.191). Designing the online learning classroom with an eye towards creating social presence is one such way that instructional design can be used to meet the challenge of the virtual classroom space."
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What You Need to Know about Online Learning For Nurses - 0 views
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"Some important factors should be considered when deciding if online learning is right for you. While it has been shown that students can learn course content online as well as in the traditional classroom setting, less information is available on socialization issues related to the nurse generalist, specialist, or practitioner. The role modeling, mentoring, and collegial friendships may or may not be as adaptable to online methods. Careful selection of clinical settings for experience, on-site preceptors, requirements for certain on-campus experiences, and group attendance of students and faculty members at regional or national meetings are some methods used to assist socialization."
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They're Not Just Big Kids: Motivating Adult Learners - 0 views
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" Children and adults learn for different reasons. Adults are not impressed or motivated by gold stars and good report cards. Instead, they want a learning outcome which can be put to use immediately, in concrete, practical, and self-benefiting terms." "Adults learn best when they use what they already know and integrate new knowledge and skills into this bank of knowledge." "Adult learners in a college classroom can frequently be given more flexibility in determining their assignments, with the understanding that the basic criteria for the assignment must be met" "Few of us consider our college students to be merely an extension of the K-12 group. In addition, those institutional staff and faculty working with training and faculty development need to keep in mind that their patrons or clients are adults and need to be treated as such when they take part in training activities (Thomas)."
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Teaching Adults: Is It Different? - 0 views
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The following assumptions underlie Knowles' (1984) andragogical model: o Adults tend to be self-directing. o Adults have a rich reservoir of experience that can serve as a resource for learning. o Since adults' readiness to learn is frequently affected by their need to know or do something, they tend to have a life-, task-, or problem-centered orientation to learning as contrasted to a subject-matter orientation. o Adults are generally motivated to learn due to internal or intrinsic factors as opposed to external or extrinsic forces.
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Knowles has gradually modified his position regarding the contrast between how preadults learn (pedagogy) and how adults learn (andragogy). According to Feuer and Geber (1988), "[w]hat he once envisioned as unique characteristics of adult learners, he now sees as innate tendencies of all human beings, tendencies that emerge as people mature" (p. 33). Nevertheless, the andragogical model has strongly influenced the adult education field, with one result being the assumption teaching adults should differ from teaching children and adolescents.
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CONSIDERATIONS FOR PRACTICE Is teaching adults different? Based on the literature discussed here, the answer is both yes and no. Although teachers perceive adults as being different, these perceptions do not automatically translate into differences in approaches to teaching. Perhaps a better way to frame the question is to ask "Should teaching adults be different?" According to Darkenwald and Beder (1982), "the real issue is not whether learner-centered methods are universally applied by teachers of adults, but rather for what purposes and under what conditions such methods, and others are most appropriate and effective and in fact used by teachers" (p. 153). Gorham (1985), in citing studies that identified interaction patterns of "master" preadult teachers as being less directive and more student-centered than those of "average" preadult teachers, suggests that "the most cogent prescription might be to define responsive teaching techniques as the approved practice for educators at all levels..." (p. 207). Based on these observations, some considerations for practice emerge. 1. Determine the purpose of the teaching-learning situation. The andragogical or learner-centered approach is not appropriate in all adult education settings (Feuer and Geber 1988). The decision about which approach to use is contextual and is based upon such things as the goals of the learners, the material to be covered, and so forth. 2. Provide opportunities for teachers to practice learner-centered methods. Gorham (1984) suggests training teachers in techniques especially suitable for adult students, such as small-group discussion methods, effective use of nontraditional room arrangements, and so forth. 3. Select teachers on the basis of their potential to provide learner-centered instructional settings. Gorham's (1984, 1985) study identified some characteristics of teachers who seemed to be more flexible and responsive in adult settings. However, she also suggests that more research is needed.
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Based on the research, the conclusion of this article is "Should teaching adults be different than teaching children?" Many teachers have preconceived notions about the differences between the two groups and some that have these notions do not act upon them. It is better to asses the contextual information in deciding which teaching style is the most appropriate at a specific time or for a specific course or set of people.