, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers
1513.pdf (application/pdf Object) - 0 views
CLChapter.pdf (application/pdf Object) - 0 views
Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views
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Note the change from Nouns to Verb
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Revised Bloom's Taxonomy takes the form of a two-dimensional tabl
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jp_aragon.pdf (application/pdf Object) - 0 views
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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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. W
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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. W
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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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5 Visual Design Strategies that Promote Student Retention - 2 views
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everal aspects of course design can affect retention; however, one of the most overlooked is visual design. Looks matter. In fact, in e-Learning and the Science of Instruction, Richard Mayer and Ruth Clark have reported an average learning increase of 89% in courses that added relevant visuals to text. With this in mind, consider the five design strategies listed below that can help capture students’ eyes and interest throughout your course.
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Every visual should serve a specific purpose and align with your objectives.
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Graphics should act as street signs that compliment content and guide students in the right direction, so keep your graphical layout sleek and minimal.
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ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views
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"The teacher shares responsibility with each individual student for attainment of agreed upon learning objectives. The teacher supports and encourages participation by modeling appropriate behaviors, commenting upon and encouraging student responses, drawing in the less active participations, and curtailing the effusive comments of those who tend to dominate the virtual space. "
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"Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
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Assessing teaching presence in online courses
JOLT - Journal of Online Learning and Teaching - 1 views
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Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
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there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
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It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
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