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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views

technologysource.org/..._surpasses_facetoface_learning
shared by dkiesel on 01 Jun 12 - No Cached
  • Students are empowered to learn on their own and even to teach one another.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      Students are made accountable for their own education and are able to reflect on what they are learning.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
  • Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
  • 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.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
  • ...27 more annotations...
  • On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
  • They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      Bodes well for gobalization of education, especially when supported by language conversion apps.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
  • thrilled
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is indeed the perfect verb for this experience!
  • The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
  • the best way to teach students how to write more effectively is to have them write more often.
    • Erin Fontaine
      Erin Fontaine on 02 Jun 12
       
      One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
  • 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.
    • Amy M
      Amy M on 04 Jun 12
       
      This is a huge factor is accessibility for adult-learners.
  • Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
    • Amy M
      Amy M on 04 Jun 12
       
      I wonder what the limit on class size is for an online course to feel "intimate."
  • In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
  • . Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      How do we make the jump and empower students to actually take on the role as a teacher?
  • explain, share, comment upon, critique
  • explain, share, comment upon, critique
  • unresearched responses in the limited time
  • unresearched responses
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
    • sherrilattimer
      sherrilattimer on 02 Jun 14
       
      There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
  • can refer to their course materials and think through their answers
    • efleonhardt
      efleonhardt on 31 May 14
       
      I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
  • However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
  • On average, online courses are far more writing-intensive than traditional classes have ever been.
  • he first response that comes to mind rather than the best possible response
    • George Dale
      George Dale on 02 Jun 14
       
      and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
  • Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
  • Geared to lifelong learning
    • George Dale
      George Dale on 02 Jun 14
       
      While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
  • as a result of the relative anonymity
    • George Dale
      George Dale on 03 Jun 14
       
      It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
  • online education can be done well,
    • George Dale
      George Dale on 03 Jun 14
       
      It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
    • Arnaldo Robles
      Arnaldo Robles on 04 Jun 14
       
      I can see this serving as a useful tool for writing activities!
  • In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
    • Arnaldo Robles
      Arnaldo Robles on 15 Jun 14
       
      I like this!
  • develop course materials among themselves in a manner rarely seen in the F2F classroom.
    • dkiesel
      dkiesel on 17 Jun 14
       
      In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session.  But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something. 
  • Erin Fontaine on 01 Jun 12
     
    Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
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Red River College - Blackboard Exemplary Courses - 0 views

kb.blackboard.com/...Red+River+College instructional design blended course blended learning Blackboard course
shared by Alicia Fernandez on 20 Jun 14 - No Cached
  • Alicia Fernandez on 20 Jun 14
     
    To meet the challenge of decision making in client care, the nurse needs a comprehensive data base - gathering data is a prerequisite for problem solving and individualized interventions. Assessment is now a critical part of every nurse's practice, as all nursing decisions and actions are based on initial and ongoing assessments. Therefore it is extremely important for nursing students to develop excellent assessment skills. This blended course is designed to develop the cognitive processes and psychomotor skills necessary for conducting health assessments of healthy individuals. In other words, students learn how to gather data, what data to gather and what to do with the data once is has been gathered. Nursing students must understand what the expected assessment findings are for each system, before they can recognize any abnormalities that might be seen in clinical courses. To this extent, the students must complete the online theory portion of each unit prior to attending and practicing the skills on each other in the onsite lab component. This course prepares beginning practitioners to complete a health history as well as a head-to-toe physical assessment. These skills are essential for successful clinical practice.
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2001 Beder - 0 views

www.adulterc.org/...2001beder.htm
shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
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PREPARING OR REVISING A COURSE - 0 views

honolulu.hawaii.edu/...prepcors.htm
shared by Sue Rappazzo on 30 Jun 10 - Cached
  • fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
  • Distinguish between essential and optional material.
  • Cut to the chase. Go for the most critical skills or ideas and drop the rest
  • ...5 more annotations...
  • Devise a logical arrangement for the course content.
  • Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
  • Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
  • List all class meetings.
  • elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
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College Accreditation in the United States-- Pg 2 - 0 views

www2.ed.gov/...accreditation_pg2.html
shared by Joan Erickson on 30 Jun 10 - Cached
  • The United States has no Federal Ministry of Education or other centralized authority exercising single national control over postsecondary educational institutions in this country
  • the practice of accreditation arose in the United States as a means of conducting non-governmental, peer evaluation of educational institutions and programs.
  • Verifying that an institution or program meets established standards;
  • ...6 more annotations...
  • Protecting an institution against harmful internal and external pressure
  • Establishing criteria for professional certification and licensure
  • Standards
  • prepares an in-depth self-evaluation study that measures its performance against the standards established by the accrediting agency.
  • Monitoring: The accrediting agency monitors each accredited institution or program throughout the period of accreditation granted to verify that it continues to meet the agency's standards.
  • Reevaluation: The accrediting agency periodically reevaluates
  • Joan Erickson on 30 Jun 10
     
    accrediting an online degree program
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E-Mail: Ten Tips for Writing It Effectively - 0 views

jerz.setonhill.edu/...e-mail.htm mail
shared by Mike Fortune on 13 Jun 10 - Cached
  • Mike Fortune on 13 Jun 10
     
    This document offers 10 tips to help you write effective professional e-mails. The informal e-mails you exchange with your friends don't have to meet any particular standards, of course, but if you want to be taken seriously by professionals, you should know e-mail etiquette.
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Adobe Acrobat.com - 0 views

www.acrobat.com adobe collaboration tools acrobat.com
shared by Jennifer Boisvert on 13 Jul 09 - No Cached
  • Jennifer Boisvert on 13 Jul 09
     
    Allows you to create an on-line meeting room for free.
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ETAP640student FIR reflections - 1 views

franciareed.edublogs.org
shared by Diane Gusa on 07 Jun 11 - No Cached
  • Fook and +Askeland (2007) explore the benefits of critical reflections. They point out that reflection is an intentional practice of exploring underlying assumptions in thought processes, for the purpose of achieving growth.  They explain that this practice is useful for an individual to be able to understand their own thinking, and gain better insight into what drives their behaviors.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      link please!
  • Did You Know Video
  • Ian’s post about faculty ignoring technology forced me to reflect on my own biases.
  • ...8 more annotations...
  • It has taken nearly 2 years for the administration on our campus to support the request of one of our faculty members to provide infrastructure and equipment to use Elluminate. Elluminate (http://www.elluminate.com) is a web based tool that provides opportunities for distance learners to stay in their location and participate in synchronous, real time lectures, seminars, or presentations with other members in a different location.
  • Furnborough and Truman (2009)
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Francis, I too am guilty here, and this course has taught me the importance of redundancy. I beleive it will cut down on the many emails I get by students who "forget" what is expected.
  • June 20th, 2011
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      francia: there are 2 blog posts due for each module. for module 2 they were due between june 6-19th.
  • it is ideal to make the online environment as effective as possible to meet the learning objectives, and the learners needs.
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      Yes, very good point - and as I'm learning week after week, there are many technologies out there to help with meeting the objectives. What I've realized in the past 2 weeks or so is that I didn't have very clear objectives. Once I clarified those, I found it easier to begin to build my course and visualize the modules.
  • This includes the feedback I so diligently write on their assignments.
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      I am so guilty of this; Alex had left me feedback in several areas, and I didn't realize it. I wasn't checking back frequently enough. Live and learn.
  • I honestly don’t see how all of this technology has necessarily improved life for the poor, the hungry, and the uneducated
    • Donna Angley
      Donna Angley on 25 Jun 11
       
      I agree that perhaps these populations aren't benefiting from the technology yet, but the potential is huge. Imagine being able to reach out to poorer communities via online learning. Urban schools have a really difficult time recruiting and retaining quality teachers. It's not unheard of for an uncertified teacher to teach in an urban school, because they are so desperate for teachers to man the classrooms. If some of the learning can happen online, or if they could offer blended classes, it could have real potential to raise graduation rates. Online learning is still fairly new in the grand scheme, but it is spreading like wildfire. More people will come on board, great minds will (have) come together for Best Practices, and the proof will be in the student outcomes.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Francia, Sorry for spelling your name wrong in last sticky note. What you are trying to achieve is a paradigm shift....it takes time, but it can happen Diane
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meet up website - 0 views

www.meetup.com meet up
shared by ian august on 14 Jun 11 - Cached
  • ian august on 14 Jun 11
     
    a site to find groups to participate in activities with
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awarding credit for online and blended courses - Dec. 2010 Regents meeting issue - 0 views

www.regents.nysed.gov/...1210p12d4.pdf education Board of Regents on-line d
shared by Donna Angley on 18 Jun 11 - No Cached
  • Donna Angley on 18 Jun 11
     
    Should the Board of Regents add a new section 100.5(d)(10) of the Commissioner's Regulations to prescribe requirements for awarding units of credit for student completion of online and blended courses?
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Designing Online Courses to Meet the Needs of a Diverse Student Population | Faculty Focus - 1 views

www.facultyfocus.com/...f-a-diverse-student-population presence teaching elearning effectiveness
shared by Michael Lucatorto on 17 Jun 11 - Cached
  • Building discussion board assignments into your online course allows shy students to share their thoughts and ideas from within their own comfort zone, and participate more fully than they would ever do in a traditional face-to-face class.
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Unshielded Colliders: Poverty and Education - 0 views

www.unshieldedcolliders.org/...poverty-and-education.html education poverty
shared by Michael Lucatorto on 27 Jun 11 - No Cached
  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  • Michael Lucatorto on 27 Jun 11
     
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
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ETAP640amp2011: Search results - 0 views

ualbany.mrooms.net/...search.php
shared by Diane Gusa on 10 Jul 11 - No Cached
  • In my f2f General Psychology class I plan on having students submit a draft of their paper, everyone exchange in class, and then together we go through the rubric. My self-regulation professor, Dr. Heidi Andrade suggested going through the rubric with student in class and having them use different colored pencils to underline sections in the paper that meet or do not meet specific rubric requirements.
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Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

thejournal.com/...cation-or-Just-Waste-Time.aspx gaming Education
shared by lkryder on 28 Jun 14 - No Cached
  • lkryder on 28 Jun 14
     
    Gaming and education debate - meeting students where they are - does that mean games?
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Will Gaming Save Education, or Just Waste Time? -- THE Journal - 0 views

thejournal.com/...cation-or-Just-Waste-Time.aspx gaming Education
shared by lkryder on 28 Jun 14 - No Cached
  • lkryder on 28 Jun 14
     
    gaming literacy, meeting students where they are, the debate, the research
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The Rewards of Effective Facilitation of Online Learners - 0 views

www.dianehoward.com/ective_Facilitation_Online.htm facilitation online learners student-centered learning
shared by Diana Cary on 14 Jun 13 - Cached
  • Today with electronic bulletin boards, discussion boards, e-mail discussion groups, or chat areas, online learning can be interactive.
  • To reach non-traditional students and to meet their educational needs around the world, more colleges are turning to distance education. Current instructional technology can potentially provide effective learner-centered, personalized education for non-traditional, non-residential students around the globe. As students and faculty move from traditional, on-site learning and teaching, they must learn to make the necessary adjustments.
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AJET 27(1) Tee and Lee (2011) - From socialisation to internalisation: Cultivating tech... - 0 views

ascilite.org.au/...tee.html knowledge learning
shared by Heather Kurto on 19 Jun 13 - No Cached
  • is needed is an approach that helps teachers learn how to choose, apply, evaluate and further develop different configurations of tools and artifacts - digital and otherwise - depending on their practice, their learners, the contexts they are in, and the nature of the subject they teach. If this sounds like teaching our teachers how to fish, it is. They should not be given a prescribed technology or the proverbial fish; instead, they must learn how to fish, or specifically to think through, critically choose or design and configure, learn and apply technologies that will best meet the teaching and learning needs that exist within their context. If this can be done, teachers can go beyond thinking of themselves as merely being passive consumers of technological tools and begin thinking of themselves as being designers or purposeful users of technology specifically to aid students' learning.
  • Koehler and Mishra (2007) explained that good teaching with technology for a given content is complex and multidimensional. It requires a nuanced understanding of how a combination of certain technologies and pedagogical technique can make learning of a particular content area more meaningful.
  • Key design considerations for creating activities and conditions tofacilitate socialisation, externalisation, combination and internalisation
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  • Socialisation and externalisation largely manifested in the form of class discussions and out of class group discussions. Both externalisation and combination can be seen in the wiki based e-book project and higher stakes presentation at the end of the course. Internalisation was stimulated in the implementation and oral reflections in class, and the reflections they were writing for the course.
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SFUSD: How Can You Teach Me If You Don't Know Me? - 0 views

www.sfusd.edu/...ch-me-if-you-dont-know-me.html teach know
shared by Heather Kurto on 17 Jun 13 - No Cached
  • . No matter what age, we are more likely to listen to someone if we feel we are listened to. And, I believe we are more likely to seek to understand if we feel understood.
  • Taking a page from a school project based learning activity known as Community Mapping, Koh and ISA teachers travelled by public transportation to meet ten student volunteers in their neighborhoods, which included Bayview and the Mission as well as Potrero Hill.
  • Students reported how much they liked seeing their teachers outside of the classroom. Teachers said that they realized just how easy it can be to keep their students at arms’ length during the school day, and with the real experiences of just spending one day out in their world, that distance is closing.
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  • . Not only can you teach me if you know me, but I'll care to learn from you if I know you care.
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Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views

ineducation.ca/...348
shared by Heather Kurto on 15 Jun 13 - No Cached
  • A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).
  • van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
  • Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
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  • A teacher’s ethical caring means genuine caring, aspiring to understand and make an effort for pupils’ protection, support, and development. Because of this pedagogical caring, the teacher especially pursues pupils’ potential to develop and thus help them to find and use their own strengths.
  • Pedagogical love has been considered the core factor in the definition of good teacherhood for decades, though the characteristics of a good teacher have always included a variety of features. Features such as the ability to maintain discipline and order, set a demanding goal level, and the mastery of substance have been especially emphasized (e.g., Davis, 1993; Zombylas, 2007; Hansen, 2009)
  • Love influences the direction of people’s action as well as its intensity. Positive emotions, joy, strength, and the feeling of being capable lead mental energy toward the desired goal (Rantala & Määttä, 2011). Negative emotions, grief, fear, and anger cause entropy, an inner imbalance that burns off energy, brands the target with negative status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
  • he educator’s task is to provide pupils with such stimuli and environment where students are guided to limit their instincts by controlling enjoyment and vital-based values, in order to be able to achieve higher values and skills (Solasaari, 2003).
  • Mihaly Csikszentmihalyi (1990, 2000) has launched the concept that refers to an optimal or autotelic experience where people are riveted so comprehensively by a challenging performance that the awareness of time and place blurs. Flow is possible when the challenges in a task are balanced with an actor’s abilities. Flow is an enjoyable state of concentration and task orientation, leading to optimal performance, whether the case is wall creeping, chess playing, dancing, surgery, studying languages, painting, or composing music.
  • This sets challenges for skill development. If a task is too easy, it will bore. If it is too difficult, it will cause anxiety and fear. The exact experience of flow and the active sense of well-being resulting from the former, encourage people to develop and improve their skills. People are willing to strive for flow whether it was about love for math, art, programming, or orthopedics (Csikszentmihalyi, 1990).
  • In an interview, Gardner (as cited in Goleman, 1999) said flow is intrinsically rewarding without the hope for reward or threat of punishment. We should use learners’ positive moods (love) and through it get them to learn things about fields they can succeed in. People have to discover what they like, what things and doings they love and do these things. Even a child learns the best when he/she loves what he/she is doing and finds it enjoyable. (p. 126)
  • Pedagogical love might contribute to pupils’ learning and success by providing them with positive learning experiences, initial excitement, and perceived successes. These are the seeds of expertise as a positive feeling that can be considered the source of human strengths (Isen, 2001).
  • Pedagogical love springs from an individual learner’s presence persuading it to come forward more and more perfectly and diversely. A skillful educator does not just sit by and watch if a learner makes worthless choices or fails in his or her opportunities to grow and develop.
  • Haavio emphasized the meaning of pedagogical love in teachers’ work and considered that teachers’ work consists of the following two obligations: attachment to learners and dutiful perseverance of life values.
  • Pedagogical love speaks to interdependence—the recognition and acceptance that we need others.
  • Love appears in teaching as guidance toward disciplined work, but also as patience, trust, and forgiveness. The purpose is not to make learning fun, easy, or pleasing but to create a setting for learning where pupils can use and develop their own resources eventually proceeding at the maximum of their own abilities
  • A loving teacher reveals for a pupil the dimensions of his or her development in a manner of speaking. This is how a pupil’s self-esteem strengthens and he or she can develop toward higher activities from the lowest, pleasure-oriented ones. Achieving high-level skills is rewarding because it brings pleasure, and yet, it often demands—as mentioned previously—self-discipline and rejections
  • A teacher’s work is interpersonal and relational, with a teacher’s own personality fundamental to building relationships with students. A teacher’s work involves plenty of emotional strain. In addition, a teacher inevitably has to experience frustration in his or her work. There are many situations when a teacher will feel like she or he has failed regardless of the solution he or she creates.
  • Consequently, teachers are likely to experience guilt because they cannot sufficiently attend to all pupils in an appropriate way that is congruent with the notion of caring.
  • However, teachers have to realize that their own coping, motivation, and engagement require attention; they are not automatic.
  • Pedagogical love emerges through teachers’ emotions, learned models, moral attitude, and actions
  • Good teachers are examples to learners even in the most difficult life situations. Teachers have to believe in their work and endeavour to build a nurturing environment and a more humane world.
  • To be happy about life, to guide students to see the wonder and joy in the mundane is a teacher’s most important skill. Being able to help students find and negotiate the joy, wonder, happiness, and pain in the everydayness of life is an increasingly important quality in today’s insecurities, with the mounting pressure of increased demands for efficiency
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