Themes and Regions
The Physical Environment
Foundations of Human Activity
Megalopolis
The Manufacturing Core
The Bypassed East
Appalachia and the Ozarks
The Deep South
The Southern Coastlands
The Agricultural Core: The Deep North
The Great Plains and Prairies
The Empty Interior
Southwest Border Area
California
The North Pacific Coast
The Northlands
Hawaii
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Outline of American Geography - America.gov - 0 views
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
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Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
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E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
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G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
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The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views
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misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
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Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
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cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
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When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
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this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
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As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
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Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
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What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
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Primary Sources - History: Native American - Subject and Class Guides at University of ... - 1 views
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I am a high school librarian continuing my education to keep my library updated with tr... - 2 views
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introduction post counted (which apparently it didn’t) that now I am behind.
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I did that wrong too
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I enjoyed being able to observe the exemplary courses also.
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The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
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I know it hasn’t been utilized much or for a long period
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research
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Research is a difficult topic to entice high school student with.
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I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
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online learning in k-12 students
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part.
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am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
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community.
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Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
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My thoughts are free - 3 views
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There are just too many posts.
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if the “essence” of the student can never be felt through a computer?
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These are essentials missing from online courses that can not be seen.
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can’t be measured.In class,
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ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
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Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
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how could she even know what type of personality her professor has if she has never even seen him in person
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This “cured” my misconception, as this course marked my first course ever taking an online course.
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TechTiger's Weblog - 0 views
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"Uncanny" may be a feeling that most of the parents of students in my online course may be feeling as they support their child in taking an online class.
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Some of the students in my online course may identify with the character TechTiger. Being part of the millennial generation, they may feel misunderstood by their parents and teachers.
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According to Michael Wesch, 112.8 million blogs have been created over the last five years. Anyone could be a published writer!
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Click on Kanying's name. We are familiar with blogs and journaling, however it is amazing to see a blog that is written in a different language. It is even more amazing to think about the 112.8 million blogs that are created and how many of them are in foreign languages. If we were cultural anthropologists, what could we learn from viewing these diverse digital journals?
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This is a common misconception for parents. They think that because their child is working on a computer it is unconstructive. In some ways their theory is true, especially if their child is not taught how to constructively use the computer as a learning tool. How do we instill in our children and students that the computer is a powerful learning tool?
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These are just a few things students could do using a web blog. What if they were instructed on how to use this technology based environment in an educational setting? The child's learning possibilities would soar.
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Parents, teachers, and administrators need to be instructed on how to create meaningful learning activities using new technology such as the computer. Students are longing for this kind of authentic and meaningful learning. What is the purpose of school if students are not presented with critical thinking and problem solving activities that bring them to a higher level of thinking and learning?
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The resource I would like to add for the MERLOT project is actually a resource that I submitted to MERLOT back in April. The resource is a blog/power point presentation that is designed to be a resource for parents. The information in this power point presentation comes from Victoria Carrington's article "The Uncanny: Digital Texts and Literacy". The power point presentation is designed in an easy to read story book format which tells of a modern day child named "TechTiger" who changes the perspective of his parents, teachers, and other in the older "uncanny" generation due to his media literacy and experiences with contemporary culture. I will incorporate this resource into my online course by adding it to my parent corner. Since my Life Cycle course is intended for a third grade audience, I have designed an area for parents so that they are aware of what their child is learning in this course as well as ways they could enrich their child outside of my course on topics they are learning. Some parents who have their child enrolled in my online course may be "uncanny" to media literacy and have some of the concerns that are addressed in the resource TechTiger's Space. The resource TechTiger's Space may put into perspective some parent's fears with technology as well as the added benefits to put their minds at ease and support their child's online learning experience.