Skip to main content

Home/ ETAP640/ Group items tagged on-line

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
ian august

Online Community of Learners - 1 views

www.sonoma.edu/...onlinecommunity.html

module 4 assignment

shared by ian august on 09 Jul 11 - Cached
  • have the students introduce themselves by their "medieval vocational personality."
  • Diane Gusa on 09 Jul 11
     
    What medieval vocational personality are you? I am a Dreamer-Minstrel: You can always see the "Silver Lining" to every dark and dreary cloud. Look at the bright side is your motto and understanding why everything happens for the best is your goal. You are the positive optimist of the world who provides the hope for all humankind. There is nothing so terrible that you can not find some good within it. On the positive side, you are spontaneous, charismatic, idealistic and empathic. On the negative side, you may be a sentimental dreamer who is emotionally (academically?)impractical. Interestingly, your preference is just as applicable in today's corporate kingdoms.
  • Nicole Arduini-Van Hoose on 13 Jul 11
     
    According to the test I am also a Dreamer-Minstrel. Interesting task. As part of my courses I have students take real personality tests and we do some group activities with them. Where the topic falls in the sequence of the course is always toward the end, I've thought about making it early in the course because they really get to know themselves and eachother during the group activities, but I haven't done it because I've always felt that they needed more of a foundation to really understand the use of the test (measurement, validity/reliability, standardization, etc.)
sherrilattimer

FILLING THE TOOL BOX - 0 views

www.fno.org/toolbox.html

learning assessment questioning inquiry

shared by sherrilattimer on 03 Jul 14 - Cached
  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
  • ...7 more annotations...
  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
  • sherrilattimer on 03 Jul 14
     
    Classroom strategies to engender student questioning.
Gary Bedenharn

Prensky - Digital Natives, Digital Immigrants - Part1.pdf (application/pdf Object) - 0 views

www.marcprensky.com/...l%20Immigrants%20-%20Part1.pdf

on-line learning Digital immigrants

shared by Gary Bedenharn on 06 Jun 12 - Cached
  • Gary Bedenharn on 06 Jun 12
     
    Description of a person being either a digital native or a digital immigrant.
Teresa Dobler

Four Dimensions of Online Instructor Roles - 2 views

faculty.weber.edu/...liu%20et%20al.%20(2005).pdf

online teaching

shared by Teresa Dobler on 13 Jun 14 - No Cached
  • eing clearer and more structured
    • Teresa Dobler
      Teresa Dobler on 13 Jun 14
       
      You have to be MORE CLEAR than in a traditional classroom. Perhaps because students can't get immediate answers to their questions and you can't see their confused looks to clarify?
    • Teresa Dobler
      Teresa Dobler on 13 Jun 14
       
      Not being clear hinders learning.
kasey8876

Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Onli... - 0 views

faculty.weber.edu/...picciano%20(2002).pdf

Interaction Presence

shared by kasey8876 on 20 Jul 14 - No Cached
  • kasey8876 on 20 Jul 14
     
    Quality and Quantity of Interactions
Diane Gusa

Socratic questioning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Socratic_questioning

socratic questioning wikipedia creativity

shared by Diane Gusa on 27 Jun 10 - Cached
  • When teachers use Socratic questioning in teaching, their purpose may be to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning.
  • To deeply probe student thinking, to help students begin to distinguish what they know or understand from what they do not know or understand
  • To foster students' abilities to ask Socratic questions
  • ...1 more annotation...
  • Socrates himself thought that questioning was the only defensible form of teaching
Gary Bedenharn

http://www.inacol.org/research/docs/VSresearch-summary.pdf - 0 views

www.inacol.org/...VSresearch-summary.pdf

on-line learning K-12 education effectiveness in meta-anayse virtual learnings online learning

shared by Gary Bedenharn on 17 Jun 10 - No Cached
  • Gary Bedenharn on 06 Jul 12
     
    The effectiveness of K-12 learning versus face to face learning.
alexandra m. pickett

Sue's reflections ETAP687 - 1 views

srappazzo.edublogs.org

shared by alexandra m. pickett on 20 Jul 10 - Cached
  •   Perhaps that is why Professor Pickett mentioned she had a hard time with students that felt they had nothing to learn.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      : )
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      Nothing to learn??!! I am wondering what on earth those folks were expecting. This says nothing about the teacher. But is says volumes about the students. I think readiness is a key component in learning. When a student is not ready, there is nothing even the best teacher can do about it. There is also an attitudinal component in learning which some students lack.
  • “the aim of education must be the facilitation of learning”.
  • Though Rogers was referring to these traits in classroom, these same qualities apply to online learning and have been demonstrated by the Professor in the design of this course and in the breeze presentation explaining effective online learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      thank you for noticing. i can't think of a higher compliment. : )
  • ...5 more annotations...
  • For a while, I never thought I would get here!
    • Melissa Pietricola
      Melissa Pietricola on 01 Aug 10
       
      Good for you, Sue! You must feel relieved :)
  • spelling errors
    • Joan Erickson
      Joan Erickson on 08 Aug 10
       
      I have those, too! I wish Moodle had a spell-check. I couldn't even catch my own spelling errors when I proofread my own writing.
  • the finish line is still there right?
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      It keeps moving Sue. Thought I was done as well. So this is the meaning of "iteration". You're never done!
    • Sue Rappazzo
      Sue Rappazzo on 10 Aug 10
       
      Great point!
  • I have struggled with who I am as a “Teacher”.  I am a trainer, spoon feeding information for those to do their jobs.  A teacher brings students to the level of thinking for themselves…nurturing critical thinkers.  A very big part of me now questions my training. 
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Sue, I think we all have to work with this issue. You are certainly not alone...You work with adults, so the role of a trainer is appropriate! :)
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Sue, thank you for being such a great classmate and teacher to me. I've learned from you!
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      brilliant observation!!
  • I feel I am now a teacher
  • Melissa Pietricola on 01 Aug 10
     
    "For a while, I never thought I would get here!"
Sue Rappazzo

FBI Publications - A Parent's Guide to Internet Safety - 0 views

www.fbi.gov/...pguidee.htm

safety

shared by Sue Rappazzo on 11 Aug 10 - Cached
  • Unfortunately the same advances in computer and telecommunication technology that allow our children to reach out to new sources of knowledge and cultural experiences are also leaving them vulnerable to exploitation and harm by computer-sex offenders.
  • What Are Signs That Your Child Might Be At Risk On-line?
  • Sue Rappazzo on 11 Aug 10
     
    Internet safety
Geralynn Demarest

Plagiarism - 0 views

www.indiana.edu/...plagiarism.shtml

plagiarism

shared by Geralynn Demarest on 16 Aug 08 - Cached
  • Jeanne Cousineau on 27 May 09
     
    This is excellent. I will use it with my current on-line students.
Joe Walker

On Line Collaborative Learning in Higher Education - 0 views

clp.cqu.edu.au/online_articles.htm

collaboration collaborative education elearning learning online

shared by Joe Walker on 15 Jul 08 - Cached
  • Joe Walker on 15 Jul 08
     
    A website devoted to online collaboration for effective learning in an online setting
Jessica Backus-Foster

Material Detail - 0 views

www.merlot.org/...viewMaterial.htm

learning style Module 4 Assignment quiz

shared by Jessica Backus-Foster on 21 Jul 09 - Cached
  • This is an on-line survey that can be taken to determine your preferred Learning Style.
  • Jessica Backus-Foster on 21 Jul 09
     
    link to a quiz for determining your preferred learning style
Jane DeMeis

Online Learning - 0 views

online.rit.edu

on-line learning

shared by Jane DeMeis on 14 Jun 09 - Cached
  • Jane DeMeis on 14 Jun 09
     
    Rochester Institute of Technology
alexandra m. pickett

voicethread - learn how - 0 views

voicethread.com

voicethread voicethread-howto

shared by alexandra m. pickett on 28 May 09 - Cached
  • Jeanne Cousineau on 28 May 09
     
    Voice and video tool for teaching on-line
  • Jennifer Boisvert on 02 Jun 09
     
    Transforming media into collaborative spaces with video, voice, and text commenting.
Donna Angley

Best Practices in Designing Online Courses - 6 views

lpc1.clpccd.cc.ca.us/...best_practices

on-line education educational theory Best Practices

shared by Donna Angley on 01 Jun 10 - Cached
  • Las Positas College This document, along with the accompanying examples, was created to help LPC faculty design online courses that are instructionally and pedagogically sound. The best practices are a synthesis of strategies, activities, design techniques, organizational tips, etc., that have been successful in higher education. They have been approved by the LPC Distance Education Committee and have been made available to all current and future LPC online instructors.
« First ‹ Previous 61 - 80 of 88 Next ›
Showing 20▼ items per page