Students are empowered to learn on their own
and even to teach one another. Particularly in the discussion group mode,
students have the opportunity to explain, share, comment upon, critique, and
develop course materials among themselves in a manner rarely seen in the F2F
classroom.
Group items tagged
15More
The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views
-
-
ar more writing-intensive than traditional classes
-
When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
- ...6 more annotations...
-
relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
-
teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
-
Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
-
Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
-
teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
-
-
On-demand interaction and support services
-
new technology, like Eluminate, allows teachers to conduct office hours in a virtual environment. Participants can talk to each other, share desktop, share the same browsing experience, chat, draw charts. Fantastic.
-
6More
shared by James Ranni on 17 Jul 09
- Cached
Sitting Quietly, Doing Something - Happy Days Blog - NYTimes.com - 0 views
happydays.blogs.nytimes.com/...itting-quietly-doing-something
cognitive alteration of mood meditation health
shared by James Ranni on 17 Jul 09
- Cached
-
So how did he get that way? Apparently, the same way you get to Carnegie Hall. Practice.
-
One flavor of happiness at which Rinpoche seems to excel has been well-studied by scientists specializing in how emotions operate in our brains.
-
who heads the Laboratory for Affective Neuroscience at the University of Wisconsin, has found one distinct brain profile for happiness. As Davidson’s laboratory has reported, when we are in distress, the brain shows high activation levels in the right prefrontal area and the amygdala. But when we are in an upbeat mood, the right side quiets and the left prefrontal area stirs. When showing this brain pattern, people report feeling, as Davidson put it to me, “positively engaged, goal-directed, enthusiastic, and energetic.”
- ...2 more annotations...
-
One of the first findings from the research showed that when these adepts meditated on compassion, their left prefrontal areas jumped in activity an average 100 percent — by contrast a control group who were taught the same meditation practice showed an increase of just 10 percent. Two of the adepts had spectacular increases, in the 700-to-800-percent range, in key neural zones for good feeling. The more lifetime hours of practice, the greater the increases tended to be. All this seems to confirm the idea that in the realm of positive moods, as in nearly every endeavor, worldly or spiritual, practice matters.
-
Watch a talk by Professor Richard Davidson on mapping the brain activity of monks.
1More
Definition: Mastery Learning Teaching Method - 1 views
-
The goal of mastery learning approaches is to have all students learn instructional material at roughly equivalent, high levels.
3More
Affective Teaching » Blog Archive » Sustaining passion for teaching - 0 views
-
First and foremost, this is due to the fact that schools curb teacher autonomy. Although teachers are considered to be professionals, they are hardly treated like one. Teachers do not have the independence of determining what is educationally sound for their students.
-
teachers are also required to teach using prescribed teaching methods
-
Teachers who are stripped off their sense of autonomy to carry out professional tasks through the micromanagement of higher authorities feel “proletarianised”, de-professionalised, de-skilled and sometimes demoralized. As a result, disillusionment sets in; the level of commitment to the profession of teaching deteriorates. This explains why many teachers start off very excited about teaching and become completely disappointed with the profession.
14More
Reflections on Online-Teaching and Learning - 0 views
-
teaching online can make you a better f2f teacher
-
you might be interested in this: online teaching as a catalyst for classroom based transformation https://urresearch.rochester.edu/retrieve/6493/Catalyst+for+Classroom+Transformation.pdf : }
-
-
By pushing myself to interact better I can learn to teach interaction to my students.
-
I have learned that interaction is essential to teaching and learnng. Learning is a social activity. I feel I have been brave enough to include a discussion forum in each module of my course. It was easy really to do. the questions I have posed are big questions-they are not lower level thinking questions. in order to elicit the rich content from my students in the discussion i need better instructions and to create that rubric-i will do.
- ...7 more annotations...
-
can’t believe how far I’ve come. So, I guess that’s the most suprising thing that i have learned. I can do this tech. stuff. well, another thing that strikes me as suprising is that this course has helped me to become a better f2f teacher. i can no longer hide behind my fear for interaction in the f2f class.
-
Have you seen this article? ONLINE TEACHING AS A CATALYST FOR CLASSROOM-BASED TRANSFORMATION http://www.google.com/search?q=a+catalyst+for+classroom-based+transformation&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a
-
-
-
i suppose i can.
-
I am proud of myself and patient with myself.
-
As I grow as a teacher, there is no doubt, that I will be rocky road.
-
I know that I have learned, for god’s sake I created an online course!
-
change the world!
-
-
I felt scared and now I feel empowered.
1More
Using collaborative course development to achieve online course quality standards - 1 views
-
The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.
10More
Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views
-
I was charged with explaining my "innovative approach to open social networks for learning"
-
Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
-
2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
- ...6 more annotations...
-
Technology doesn't help either. They find video lectures and Powerpoints boring, and they read less with e-textbooks than with traditional textbooks. These kids aren't failing out of school; they are simply disengaging.
-
What, then, engages this generation? Social media, for one. They spend 10-15 hours a week on Facebook
-
Open Social Learning. Imagine a Facebook where the point is to study together, not trade pictures and jokes. Imagine a World of Warcraft where students earn levels and points by helping each other learn. Not a video game that teaches physics; instead, let's create an educational experience that is social and game-like.
-
we built a site called OpenStudy , the first large-scale social network that enables students to connect, get help, study together, and earn social capital through game-like rewards.
-
It is a vibrant community of students and teachers, teenagers and adults, people from more than 150 countries engaged in a single activity: learning.
-
OpenStudy is built on three core ideas: open, peer-to-peer, and community of learning.
-
a big idea, in online learning, social community peer facebook type tool build around learning
72More
ETAP640 Summer 2011 Blog - 2 views
-
So far I am enjoying the experience
-
-
What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
-
-
challenge!
-
- ...37 more annotations...
-
I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
-
I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
-
-
I have been spending quite a bit of time and energy learning the Moodle system,
-
I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning. -
I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
-
-
It is ENGAGING
-
Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
-
Yes! The faculty on the SLN website even said that online teaching is an addiction!
-
-
Blackboard
-
The two other online courses that I took were both on Blackboard. I've never actually taken a course in Moodle. I have no idea what my course will look like when I'm done, but I'm very curious.
-
-
I’m really starting to get the hang of the expectations for posts
-
Took me a while as well, but now I feel more comfortable with my posts. I wasn't doing enough research. Once I started doing that, I felt like I was contributing something to the whole class.
-
-
-
I had the same thought. I only hope that the computer lab is open during my class time. -
Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
-
I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
-
-
This course has been the most difficult course that I have ever taken
-
I was teetering between dropping the class
-
-
punishment
-
-
I am still under the impression that the interactions required of us in the discussion space are too numerous.
-
I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
-
I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
-
-
-
half of the requirement for this class.
-
please read the rubric. it is NOT required that you do 12 posts. this is your own self imposed choice if you do. The minimum is 6 - maximum 12. it is entirely up to you.
-
-
I was given this gift: show your students the importance of reflection.
-
There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
-
Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
-
It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
-
I, like the others in this course, understand. It's a lot of work, but the finished product will be worth it, I'm sure.
-
-
I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
-
-
I made all of my assignments turned in to me, privately,
-
I too had made this mistake with some short writing assignments that I was going to have my students write. It was Alex's suggestion to have them blog it that really made sense. This way they could read each others blog entries and leave comments as well.
-
-
This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
-
So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
-
I thought done, done, done is at the end...aren't we going to have peer feedback next module?
-
-
I’ll have my master’s in December and I couldn’t be more proud.
-
CONGRATULATIONS! I'll finish in December as well. It's been a long journey, and as much as I've enjoyed it, I'm ready to have my weekends back :-)
-
-
-
-
I feel like a late bloomer (I’ll be 26 in November
-
#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
-
I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
-
"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
-
-
feedback
-
I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
-
-
o there will likely never be online courses at Mildred Elley.
-
Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
-
Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
-
-
ETAP 680 (research seminar).
-
I'll be taking the course in September...how was it? I had hoped that it was just a very long research paper...any such luck? It's my last course for my degree.
-
-
quality with the traditional classroom in the public eye?
-
I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
-
-
prettying up
-
Do you mean the background or theme of the course, because I'd love to know how to change that.
-
-
-
-
-
My dissertation chair gave me wonderful advice...Enough is enough! If we recognize that we are always evolving, growing, expanding, deepening our understanding...then we understand that a "project" is just a snap shot of one time in our progress.
-
-
the more effort you put into it, the more successful you’ll be.
-
One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
-
Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
-
If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
-
Nothing should be an accident or “just because” in the online teaching environment.
-
Students don’t want their time wasted.
2More
Make thinking visible « MCU Center for Teaching & Learning - 0 views
-
Collins, Brown, and Holum suggested we adopt a model of cognitive apprenticeship as a teaching strategy. This model encourages teachers and students to verbalize their thinking in order for the student to recognize gaps and to be brought to a more expert level of thinking.
-
Modeling – This method requires the teacher to perform a task and to allow the student to observe and to build a mental model of the processes required to complete that task. Coaching – This method requires the student to perform a task while the teacher provides hints, feedback, and reminders to bring their performance closer to an expert performance. Scaffolding – This method requires the teacher to provide supports for the student to perform the task. As the task is repeated and mastered less supports are provided to the student. Articulation – This method requires the teacher to pull out the student’s problem-solving processes through inquiry or by the student assuming the role of a critic to a set of activities. Reflection – This method requires the student to compare their own problem-solving processes with that of an expert. Exploration – This method requires the teacher to cultivate an environment of problem-solving independent of the expert
1More
Graduate Level Clinically Rich Teacher Preparation Pilot Program - 0 views
7More
shared by Diane Gusa on 16 Jun 11
- No Cached
Students Becoming Curators of Information? | Langwitches Blog - 0 views
langwitches.org/...coming-curators-of-information
collaboration e-learning socialmedia WEB2.0 education students 21stcenturylearning curators
shared by Diane Gusa on 16 Jun 11
- No Cached
-
Digital Curation is defined in Wikipedia as: the selection, preservation, maintenance, collection and archiving of digital assets. Digital curation is generally referred to the process of establishing and developing long term repositories of digital assets for current and future reference by researchers, scientists, historians, and scholars
-
Curators are people or organizations that do the hard work of sifting through the content within a particular topic area or “meme” and pulling out the things that seem to make most sense. This effort involves significantly more than finding and regurgitating link
-
How can this concept of “curation” of information be brought into the “classroom” (
- ...4 more annotations...
-
be great curators for their own network
-
find and connect to great curators
-
Quality” curation takes higher level thinking skills.
-
Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.
6More
shared by Diane Gusa on 11 Aug 11
- No Cached
My teacher . . . the computer? « InterACT - 0 views
accomplishedcaliforniateachers.wordpress.com/...my-teacher-the-computer
education technology assignment db5
shared by Diane Gusa on 11 Aug 11
- No Cached
-
A group blog from Accomplished California Teachers: Classroom expertise for better education policy. Home About ACT ACT Publications Blogger Bios My teacher . . . the computer?
-
“One of [a successful student's] key skills in school is his ability to bond with teachers. We’ve spent a generation trying to reorganize schools to make them better, but the truth is that people learn from the people they love.”
-
computers and technology cannot replace the ability of skillful teachers to develop a young student’s ability to think critically, be innovative, and believe in the potential that he or she possess. A computer will never be able to provide a safe environment for a child seeking stability and support.
- ...2 more annotations...
-
students who face incredible challenges and confront tremendous obstacles.
-
providing guidance, a passion for learning, an understanding of what is necessary to move a student to the next level of inquiry and excellence, and an unwavering belief in each student’s potential – that will continue to make the ultimate difference.
11More
Rubrics - 1 views
-
A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
-
It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
-
use a range to rate performance.
- ...8 more annotations...
-
focus on measuring a stated objective
-
contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
-
improve students' end products
-
provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
-
help students become better judges of the quality of their own work.
-
allow assessment to be more objective and consistent.
-
force the teacher to clarify his/her criteria in specific terms.
-
provide students with more informative feedback about their strengths and areas in need of improvement.
Higher-level knowledge construction in asynchronous online discussions: an analysis of ... - 0 views
4More
White House considers new social media avenues - Nextgov - 0 views
-
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.
2More
The Law of Accelerating Returns | KurzweilAI - 0 views
-
The paradigm shift rate (i.e., the overall rate of technical progress) is currently doubling (approximately) every decade; that is, paradigm shift times are halving every decade (and the rate of acceleration is itself growing exponentially). So, the technological progress in the twenty-first century will be equivalent to what would require (in the linear view) on the order of 200 centuries. In contrast, the twentieth century saw only about 25 years of progress (again at today’s rate of progress) since we have been speeding up to current rates. So the twenty-first century will see almost a thousand times greater technological change than its predecessor.
-
An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense “intuitive linear” view. So we won’t experience 100 years of progress in the 21st century — it will be more like 20,000 years of progress (at today’s rate). The “returns,” such as chip speed and cost-effectiveness, also increase exponentially. There’s even exponential growth in the rate of exponential growth. Within a few decades, machine intelligence will surpass human intelligence, leading to The Singularity — technological change so rapid and profound it represents a rupture in the fabric of human history. The implications include the merger of biological and nonbiological intelligence, immortal software-based humans, and ultra-high levels of intelligence that expand outward in the universe at the speed of light.
19More
shared by Diane Gusa on 05 Jul 11
- Cached
elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views
www.elearningpost.com/...n_approach_to_elearning_design
e-learning design experience instructionaldesign Learning education
shared by Diane Gusa on 05 Jul 11
- Cached
-
-
-
-
I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
-
-
-
- ...16 more annotations...
-
-
Key point and it follows how does the designer then rethink the product base on the learner's mind?
-
-
-
-
-
I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
-
-
Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
-
sheer absences of structural orientation cues
-
For elearning to be successful, it needs to be crafted for experience at all the above three levels
-
Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
-
She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
-
a designer cannot control the development of expectations in the learners' minds
-
The designer can only control the product
-
Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
-
dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
-
ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
-
One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
-
contribution as creating spaces that evoke desired experiences.
-
Establishing geography lets the viewer get the bearings on the topography of the event.
6More
shared by Diane Gusa on 10 Jul 11
- Cached
Making Assessment Personally Relevant | blog of proximal development - 0 views
www.teachandlearn.ca/...assessment-personally-relevant
assessment blogging Self-Grading db 4 rubric learning
shared by Diane Gusa on 10 Jul 11
- Cached
-
I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
-
needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
-
student self-assessment and personal progress charts is a work in progress.
- ...2 more annotations...
-
They understand that collecting information and putting it on their blog is not a challenging task. They understand that an entry that paraphrases information found online is not as interesting and valuable as one that shows the author in the process of analyzing and reflecting on his or her research. Finally, they can see and understand how much effort is needed to produce an entry that makes a personal statement, that constitutes a valuable and unique contribution to the studied field. In other words, they now understand that in order to produce something uniquely their own, they first need to have a solid grasp of all the facts and spend some time reflecting on them and their own thoughts about their research.
-
Making Assessment Personally Relevant
-
Cultural_Inclusivity_Brochure_2011.pdf (application/pdf Object) - 0 views
as.exeter.ac.uk/..._Inclusivity_Brochure_2011.pdf
Cultural_Inclusivity online learning education inclusiveness
shared by Diane Gusa on 29 Jun 11
- No Cached