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Joan McCabe

VARK -- A Guide to Learning Styles - 0 views

www.vark-learn.com/...index.asp

learning styles learning modalities vark

shared by Joan McCabe on 20 Jul 12 - Cached
  • Joan McCabe on 20 Jul 12
     
    A guide to the four learning modalities: visual, aural, read/write, and kinesthetic.
Catherine Strattner

http://www.vark-learn.com/english/page.asp?p=categories - 0 views

www.vark-learn.com/...page.asp

theory learning styles VARK VAK

shared by Catherine Strattner on 17 Jun 12 - Cached
  • The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences of the students and teachers. Although there is some overlap between them they are defined as follows.
  • Catherine Strattner on 17 Jun 12
     
    This webpage outlines the VARK modalities of learning.
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

www.ncbi.nlm.nih.gov/...PMC2996136

music autism

shared by Heather Kurto on 12 Jun 13 - No Cached
  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
  • ...9 more annotations...
  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • Heather Kurto on 12 Jun 13
     
    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
Joan McCabe

Learning Styles and Student Perceptions of the Use of Interactive Online Tu... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

learning styles interactive online tutorials simulations

shared by Joan McCabe on 20 Jul 12 - No Cached
  • Joan McCabe on 20 Jul 12
     
    Study done on learning modalities and learning styles and their affect if any on perceived learning and participation in the online learning environment as supplemented to an f2f class. Describes online interactive multimedia resources as appealing to different learning styles.
Alicia Fernandez

Collaborative Learning Using VoiceThread in an Online Graduate Course - 0 views

scholarworks.boisestate.edu/...viewcontent.cgi

VoiceThread online learning collaborative learning collaboration

shared by Alicia Fernandez on 17 Jul 14 - No Cached
  • Alicia Fernandez on 17 Jul 14
     
    Using VoiceThread in an entirely online course to explore students' perceptions of using multi-modal communication for collaboration and knowledge sharing.
Joy Quah Yien-ling

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - 0 views

www.newmedialiteracies.org/...NMLWhitePaper.pdf

participatory culture literacy challenges literacy newmedialiteracies 21stcenturyskills media education media literacy teachers

shared by Joy Quah Yien-ling on 10 Aug 10 - No Cached
  • Joy Quah Yien-ling on 10 Aug 10
     
    This white paper (Jenkins et al., 2006) identifies the three core challenges: the participation gap, the transparency problem and the ethics challenge, and shares a provisionary list of skills needed for full engagement in today's participatory culture.
  • Joy Quah Yien-ling on 10 Aug 10
     
    We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture: Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
ian august

Confessions of an Aca/Fan: Archives: A New Culture of Learning: An Interview with John ... - 0 views

henryjenkins.org/..._culture_of_learning_an_i.html

new media technlogy john seely brown

shared by ian august on 10 Jun 11 - No Cached
  • . In fact we encourage that kind of exploration. It is how children explore and gain information about the world around them.
  • Can you share some of what you learned about student-directed learning
  • What we are essentially doing when we move to student-directed learning is undermining our own relatively stable (though I would argue obsolete) notions of expertise and replacing them something new and different.
  • ...6 more annotations...
  • One of the key arguments we are making is that the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments. In
  • You get to see students learn, discover, explore, play, and develop, which is the primary reason
  • We take it as a truism that kids learn about the world through play.
  • known that at that age, play and learning are indistinguishable. The premise of A New Culture of Learning is grounded in the idea that we are now living in a world of constant change and flux, which means that more often than not, we are faced with the same problem that vexes children. How do I make sense of this strange, changing, amazing world? By returning to play as a modality of learning, we can see how a world in constant flux is no longer a challenge or hurdle to overcome; it becomes a limitless resource to engage, stimulate, and cultivate the imagination. Our argument brings to the fore the old aphorism "imagination is more important than knowledge." In a networked world, information is always available and getting easier and easier to access. Imagination, what you actually do with that information, is the new challenge
  • users are not so much creating content as they are constantly reshaping context
  • how we learn is more important than what we learn.
  • ian august on 10 Jun 11
     
    great article on models and theories of teaching in the new media technology age
Diane Gusa

Interactivity: A Forgotten Art? - 1 views

www2.gsu.edu/...interact

art interactivity teaching online module 4 blog

shared by Diane Gusa on 16 Jul 11 - Cached
  • Interactivity: A Forgotten Art?
  • Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
  • Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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  • Interacti
  • The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
  • the importance of rigorous instructional design and the application of appropriate graphical interfaces
  • Support Interactivity
  • 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
  • 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.
  • 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
  • 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)
  • understand that quality in an instructional resource is a function of the design effort, not the technology.
  • from simple help messages to complex tutorial systems.
  • 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
  • With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
  • 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.
  • proposing three dimensions by which interactive instruction may be viewed.
Diane Gusa

YouTube - An anthropological introduction to YouTube - 0 views

www.youtube.com/watch

socialmedia youtube multi-modal web2.0

shared by Diane Gusa on 27 Jun 11 - Cached
  • Diane Gusa on 27 Jun 11
     
    The web is not linking information, it is about linking people across time and space
Diane Gusa

Multimodal Learning Blog - 0 views

mmcglynnstewart.wordpress.com

learning information map Active-learning.pdf multi-modal

shared by Diane Gusa on 27 Jun 11 - No Cached
  • As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
  • Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
  • Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
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  • In his recent video, An Anthropological Introduction to Youtube,  Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
Diane Gusa

Adult Education FAQS - 0 views

fcis.oise.utoronto.ca/...qa20.html

Learning Styles teaching education

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Dunn and Griggs (2000) offer us another definition: “Learning style addresses the biological uniqueness and developmental changes that make one person learn differently from another. Individuals do change in the way they learn…Similarly, developmental aspects relate to how we learn but, more predictable, follow a recognizable pattern.” (p. 136)
  • Perceptual modalities
  • The Dunn and Dunn Learning-Style Model and PEPS
  • ...12 more annotations...
  • Understanding our perceptual style will help us to seek information arranged in the way that we process most directly.
  • Information processing is
  • personality factors.
  • includes their motivation, values, emotional preferences and decision-making styles.
  • physiological in nature (i.e. auditory, visual kinesthetic, tactile)
  • 5 main categories and 21 elements in
  • nsist of the following: 1.      Environmental (Sound, Light, Temperature, Design) 2.      Emotional (Motivation, Persistence, Responsibility, Structure) 3.      Sociological (Self, Pair, Peers, Team, Adult, Varied) 4.      Physiological (Perceptual, Intake, Time, Mobility) 5.      Psychological (Global/Analytic, Hemisphericity, Impulsive/Reflective)
  • The Dunn and Dunn Learning-Style Model is a comprehensive and extensive model that incorporates many internal and external factors in the learner’s environment to create an optimal learning experience.
  • Kolb’s Experiential Learning Mode
  • ccording to Kolb, the learning cycle involves four processes that must be present for learning to occur
  • Concrete Experience: Feeling/Sensing; being involved in a new experience Reflective Observation: Watching; developing observations about own experience Abstract Conceptualization: Thinking; creating theories to explain observations
  • Diverger: combines preferences for experiencing and reflecting Assimilator: combines preferences for reflecting and thinking Converger: combines preferences for thinking and doing Accommodator: combines preferences for doing and experiencing
efleonhardt

Promoting Student Self-Assessment - ReadWriteThink - 0 views

www.readwritethink.org/...ent-self-assessment-30102.html

selfassessment

shared by efleonhardt on 18 Aug 14 - No Cached
  • Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success.
  • Nameless Voice: Ask students to anonymously submit sample work to share with the class. Sample paragraphs on the overhead, a visual vocabulary card, or a ticket out the door quick write can all be samples of student work that the class or individual students can use. Ask students to write or discuss how the nameless voice is similar or different to their understanding
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