Interactivity: A Forgotten Art?
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Interactivity: A Forgotten Art? - 1 views
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Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
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Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
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the importance of rigorous instructional design and the application of appropriate graphical interfaces
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Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
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In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
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The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
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The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
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understand that quality in an instructional resource is a function of the design effort, not the technology.
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The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
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With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
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The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
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Texas Tech University - Teaching, Learning and Technology Center - 0 views
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Service-learning is a pedagogy that links academic study and civic engagement through thoughtfully organized service that meets the needs of the community
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Service learning courses provide rigorous and enhanced academic learning by interconnecting community action and critical reflection
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Service learning courses provide relevant and meaningful service by placing students in projects that are tailored to address community and societal needs.
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Service learning courses provide purposeful civic learning by creating a learning environment where students can acquire the knowledge, skills, and values to make an explicitly direct contribution to themselves and their communities, both local and global, through civic participation.
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Course options ensure that no student is required to participate in a service placement that creates a religious, political, and/or moral conflict for the student.
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EFFECTIVE FEEDBACK - 1 views
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EFFECTIVE FEEDBACK power point learning teaching db assignment
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Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views
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Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
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a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
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These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
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ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
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leading and learning: Experience and Education -John Dewey 1938 - 3 views
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learning experience education dewey meaning making
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The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
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A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
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Dewey believed there needed to be an intimate relationship between experience and education and that students had to construct their own learning.
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Teachers need to be on the alert to see what attitudes and habits are being developed and this requires that the teacher has some ideas of what is going on in the mind of the learner. The teacher is an important part of any learning experience.
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Minter, M.. (2011). - 1 views
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Making Assessment Personally Relevant | blog of proximal development - 0 views
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assessment blogging Self-Grading db 4 rubric learning
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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.
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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.
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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.
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Parenting Styles - 0 views
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Developmental psychologists have long been interested in how parents impact child development. However, finding actual cause-and-effect links between specific actions of parents and later behavior of children is very difficult. Some children raised in dramatically different environments can later grow up to have remarkably similar personalities.
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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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Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
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Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
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suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
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Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
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SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
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It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
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Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
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suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
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suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
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associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
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these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
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practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
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By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
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ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
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Put to the Test: Confronting Concerns About Project Learning | Edutopia - 0 views
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"The biggest concern revolves around the implications for high-stakes testing," Rice says. "Teachers ask, 'Will my students perform as well on standardized tests if I incorporate PBL?'"
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At first, I was concerned about spending three weeks on this project, but when I look back, I realize how much my students learned and how much time I saved by not having to reteach the same thing over and over again,"
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"Project learning can require more time, but it's time well spent, because the students are really taking ownership of their learning, and the end result is that their learning is so much deeper," she explains. "That's something they carry with them for the rest of their life."
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He recommends using a series of team-building exercises (5) from his company's Web site at the beginning of the project. These exercises will teach the students be attentive to one another's needs, be more communicative, and think about the consequences of their words before they speak
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Quest to Learn | Institute of Play - 6 views
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One of our colleagues in this program, Rebecca Grodner, is an English teacher at this school. I was fascinated when she mentioned that the school's philosophy was to reframe failure as iteration. I have made that my personal instructional mantra. She developed the Design Inquiry Cycle and shared this tool for inquiry-based learning in the UAlbany Knilt Wiki. This is the link, http://tccl.rit.albany.edu/knilt/index.php/Lesson_3:_The_Design_Inquiry_Cycle. I plan on using and adaptation of this model in my course's writing module.
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Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increas... - 1 views
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Module 4 assignment Online Human Touch (OHT) social presence teaching presence student retention
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Virtual Teas:
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Links to Online Campus Events:
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Self-regulation and teacher-student relationships. - Free Online Library - 1 views
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sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. for effective teaching. This review is designed
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elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
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he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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The importance of this project within the context of education is due to the capacity that teachers have to positively or negatively affect student motivation, self-regulation, autonomy, and ultimately, performance
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since effective teaching and mentoring helps students to explore their world with a sense of trust and autonomy, toward the ultimate goal of fully intrinsic self-regulation and improved academic achievement and success.
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ound that caring relationships, meaningful participation, and high standards in a student's life across home, school, and community, as well as student intrapersonal and interpersonal competencies, predicted decreased risk for delinquency delinquencyCriminal behaviour carried out by a juvenile. Young males make up the bulk of the delinquent population (about 80% in the U.S.) in all countries in which the behaviour is reported. ..... Click the link for more information., substance abuse, teen pregnancy, truancy and violence.
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he payoff or incentive for doing the project proposed in this study is at least in part to avoid the cost of not doing it, not to mention that student learning and success are enhanced. Higher education higher educationStudy beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. achievement has a direct payoff in terms of careers and productivity for the state, and by implementing this program students will not only become productive members of society, they will be doing so because they want to.
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he purpose of this review, therefore, was to establish such a theory, by pulling together educational psychology and psychological theories around an analysis of effective teacher-student relationships. The goal of this project is to help teachers and to help students. It is also hoped that these findings will be used to resolve historical tensions between education and psychology
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Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 0 views
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students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answ
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rs, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusion
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ETAP640amp2014: Are you prepared to change the way you teach? - 0 views
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50 things to do in your course besides lecture
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Thank you - a funny thing happened with this. I was working with Bill on something and mentioned I use this in my training. He said he had no copy of it and asked me to forward. I had scraped it off the old SLN site and made a pdf of it for my faculty to use offline. So it is good to see there is a new source for this I can link to in my training. They do love this!
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BBC News - How Douglas Hodge shaped Willy Wonka for the stage - 1 views
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Charlie Chaplin... Salvador Dali... Fred Astaire... David Bowie... Mick Jagger... Prince... Michael Jackson
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"Bowie has been in my mind as someone who disappeared from the public for a long time and then emerged. A strange exotic creature - he seems to inherit a tradition of enigma and exclusiveness
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Student-centred learning: What does it mean for students and lecturers? - 0 views
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Reviews various perspectives of "student-centered" and offers techniques for making your class more student-centered.
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"The term student-centred learning (SCL) is widely used in the teaching and learning literature. Many terms have been linked with student-centred learning, such as flexible learning (Taylor 2000), experiential learning (Burnard 1999), self-directed learning and therefore the slightly overused term 'student-centred learning' can mean different things to different people. In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation."
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is chapter aims to: Give an overview of the various ways student-centred learning is defined, Suggest some ways that student-centred learning can be used as the organising principle of teaching and assessment practices, Explore the effectiveness of student-centred learning and Present some critiques to it as an approach.