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sschwartz03

Amber's Secret | OER Commons - 0 views

www.oercommons.org/...view

Module 4 Assignment

shared by sschwartz03 on 09 Jul 14 - No Cached
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      This case study is amazing! It discusses pregnancy and relates to my students because Amber is just out of high school. It gives some great guiding questions and has great resources at the end. This activity could be used online but I think I'd rather do it in class. I would love to hear my students discuss the questions, debate, and listen to their classmates differing opinions. 
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      this looks like a great resource, Sam!
Maree Michaud-Sacks

Constructivism | Funderstanding - 0 views

www.funderstanding.com/...constructivism

constructivism

shared by Maree Michaud-Sacks on 30 May 13 - No Cached
  • The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      We can shift the learning from "teacher centered" to "student centered". I see too many students who memorize the facts to regurgitate on an exam, rather than working towards understanding the information.
  • Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      Rationale for adding discussion to an online course? Through discussion a learner can construct personal meaning from new concepts.
  • Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      Open ended questions allows for learners to connect their experience to the concepts and explore what it means to each individual. Dialog between students encourages furthering of the conversation and adds new ideas and information to the discussion.
Erin Fontaine

The Flipped Classroom Model: A Full Picture « User Generated Education - 0 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

flippedclassroom online teacher

shared by Erin Fontaine on 24 Jul 12 - No Cached
  • Classrooms become laboratories or studios, and yet content delivery is preserved.
  • the benefits of video in the classroom:
  • idea exchange
  • ...10 more annotations...
  • regardless of locations
  • allowing them to learn from the best sources
  • allowing them to progress at their own pace.
  • Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences.
  • ability to review parts that are misunderstood,
  • A major roadblock or barrier to the implementation of this model is that many educators do not know what to do within the classroom
  • They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning).
  • Students become interested in the topic because of the experience
  • It is the teacher’s responsibility to structure and organize a series of experiences which positively influence each individual’s potential future experiences
  • content-based presentations are controlled by the learner as opposed to the lecturer as would be the case in a live, synchronous, didactic-driven environment.
Amy M

Linking the Real World to the Classroom, Education Up Close, Teaching Today, Glencoe On... - 0 views

www.glencoe.com/...educationupclose.phtml

shared by Amy M on 19 Jul 12 - Cached
  • Characteristics of Adults as Learners
  • When the class ends, students should be able to do more than just pass the final test. They should have gained knowledge in the subject, and they should see how that subject fits into the bigger picture that includes personal professional goals and relationships. Creative instruction is needed to help students see these links.
  • Amy M on 19 Jul 12
     
    using experts to connect adult learners
Amy M

elearnspace › learning, networks, knowledge, technology, community - 0 views

www.elearnspace.org/blog

shared by Amy M on 04 Jun 12 - Cached
  • What is the theory that underpins our moocs?
  • Interactions are distributed, multi-spaced.
  • Fostering autonomous and self-regulated learners. At the core of the MOOCs that I’ve been involved with is a power question: what can learners do for themselves with digital tools and networks? MOOCs foster not only a particular type of knowledge in a particular area of inquiry; they also foster a self-regulated, motivated, and autonomous learner. When an instructor does for learners what learners should do for themselves, the learning experience is incomplete. Developing capacity for learning and the mindsets needed to be successful learners is a central attribute of our MOOCs. We are not only concerned with the epistemological development of learners (knowing stuff) – we target ontological development (being a certain type of person) as well.
alexandra m. pickett

Vivir es Aprender - 0 views

jmccabe1024.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • word wrapping.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      in the olden days you had to manually shift and move the carriage to move from one line of typed text to another. Today word processer do that automatically. http://www.techterms.com/definition/wordwrap you wouldn't believe how many faculty hit the return key at the end of whatever line they are typing on... : ) me
    • Joan McCabe
      Joan McCabe on 14 Jun 12
       
      oh! so I can change that answer on my quiz then :)
  • They’re already half way there!
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Are they really? question that assumption! just cuz kids surf and text does not mean they know how to use the internet to learn or for professional or academic purposes. Can you find research to support that assertion?
  • communities
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      presences
  • ...4 more annotations...
  • I am so grateful that I had the opportunity to take this class. I have learned so much and have really enjoyed being involved in a community of learners with all of you. I have never truly felt like I have been part of a community of learners before, or really knew what that was or meant. I think this has resonated so strongly with me that it is something that I want to strive for with students in a face-to-face class or an online class, whichever comes first.
  • what does that actually do? What are they learning? Are they learning or enjoying it? Are they engaged? Are they interested?
  • I am so excited!
  • I wanted to be present in my course and have my students feel like I was a real person so I created a voki avatar, various voicethreads and discussions, contact hours, a completed profile, and I gave directions in a direct format. I would hope that right off the bat my students would feel comfortable in my class and would know that I would be there for them.
Amy M

Observations about learning, knowledge and technology: Research publications on Massive... - 0 views

ritakop.blogspot.com/...lications-on-massive-open.html

shared by Amy M on 08 Jun 12 - No Cached
  • Amy M on 08 Jun 12
     
    Reasearch on MOOCS
Jessica M

Community in the Classroom: An Approach to Curriculum and Instruction as a Means for t... - 1 views

files.eric.ed.gov/...EJ1005654.pdf

Community Students Development

shared by Jessica M on 18 Jul 14 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "It is essential to begin laying a foundation  for a community to emerge and develop from the first day of school; the initial experience must reflect the need for and importance of forming a classroom community." - same thing for online classes - the first activity, discussion, or contact needs to help develop class community
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher must remain true to the process and gradually invite students to direct their own learning." - getting students to lead discussions comfortably and be apart of a community is a process, you need to work students towards these goals and show them what you expect of them first
    • Jessica M
      Jessica M on 18 Jul 14
       
      "improving their self-concept and confidence is to work to build relationships within an intellectually safe classroom community" - very true for high school students, many often lack the confidence in their own work and understanding at first
  • ...3 more annotations...
    • Jessica M
      Jessica M on 18 Jul 14
       
      Three key feature of communities: Inclusiveness, Participation, and Shared Cognition 
    • Jessica M
      Jessica M on 18 Jul 14
       
      "promote and develop a classroom environment where students are trusted, willing, and able to engage in responsible dialogue and inquiry and to create meaning" - students need to trust each other, be able to listen and respect everyone's interactions in the class
    • Jessica M
      Jessica M on 18 Jul 14
       
      "School is a place where students should feel safe to  engage intellectually, socially, and emotionally in the act of  learning" - once students feel this safety within their community, they are more willing to participate and openly engage in their learning
Joan Erickson

Online Teaching Activity Index : Socratic Dialogue - 0 views

www.ion.uillinois.edu/...Socratic.asp

shared by Joan Erickson on 26 Jun 10 - Cached
  • Begin with a question that is concrete and based on concrete experience that the students can all relate to. Students need the prerequisite knowledge for the discussion to begin or the discussion can initially devolve into an explanation of required preknowledge. Through response, students verify their understanding of the question. Students provide possible answers or resolutions to the question. Often the answers should draw on personal experience. Subsidiary questions are explored based upon responses.
  • primary assessment involves the quality of the discussion
  • There is a danger of the instructor dominating the discussion
  • ...1 more annotation...
  • The Socratic method is a highly active learning strategy. Assessment should include participation
  • Joan Erickson on 26 Jun 10
     
    socratic dialogue lesson plan
Melissa Pietricola

Education World ® Technology Center: Technology Integration Made Easy - 0 views

www.educationworld.com/...tech146.shtml

shared by Melissa Pietricola on 13 Aug 10 - Cached
  • Access an online weather forecast.
  • Include URLs in your monthly calendar.
  • Personalize history lessons for those students by beginning each history lesson with a quick visit to Today in History or This Day in History.
  • ...2 more annotations...
  • 's American Memory Collections search engine to locate primary source material for whatever topic you’re tackling. E
  • Make the news a learning tool.
  • Melissa Pietricola on 13 Aug 10
     
    Technology in the day to day
Melissa Pietricola

Concept Mapping As A Medium Of Shared Cognition In Computer Supported Collaborative Pro... - 1 views

www.questia.com/l4gsTl56!1380883283!1935743228

teaching

shared by Melissa Pietricola on 14 Jul 10 - No Cached
  • the mode of sharing and the representation of knowledge as expressed by students are more important than the access to the distributed resources itself.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Mode of sharing being of the utmost importance.
  • concept Shared cognition emphasises the mutual understanding of collaborators' perspectives and shared interpretations of the problem as an essential requirement of collaboration
  • very important that cooperating subjects acquire a common frame of reference to communicate their individual viewpoints
  • ...5 more annotations...
  • knowledge is arranged in networks with meaningful connections between nodes.
  • hared cognition is built upon the individual inputs in the collaborative process. Representing their cognitive structures and negotiating about the meaning of concepts, individuals reach a common vision on the problem.
  • Shared cognition at the same is the way a group contributes to "personal meaning" at the level of individual students
  • shared cognition is substantial for cognitive construction and reconstruction and that concept mapping is an effective tool for mediating computer-supported collaboration
  • orm in which knowledge is shared strongly influences the process of shaping, and shared cognition subsequently influences the effectiveness of collaborative learning
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
  • ...10 more annotations...
  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
Diane Gusa

Why I do what I do | JJ Wagner - 0 views

jaytiger8.edublogs.org/...why-i-do-what-i-do

shared by Diane Gusa on 02 Jul 11 - No Cached
  • I didn’t like English
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
  • discussion online.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
Diane Gusa

presence - Google Search - 0 views

www.google.com/search

instructor presence teaching module 4 assignment online

shared by Diane Gusa on 06 Jul 11 - No Cached
  • A person or thing that exists or is present in a place but is not seen
alexandra m. pickett

North Country noodlings | Just another Edublogs site - 1 views

rhondamatrix.edublogs.org

shared by alexandra m. pickett on 14 Jun 14 - No Cached
  • If I could just sit on their shoulder, and see what’s on their screens, so I could say something like “See that button in the middle? Click it.”
    • alexandra m. pickett
      alexandra m. pickett on 14 Jun 14
       
      have you tried screen share tools like http://join.me or http://quickscreenshare.com/ : ) ??
  • Jun12
  • Ciao!
  • ...2 more annotations...
  • And I really liked online teaching – still do – because it allows me to reach students on a personal level.
  • I can’t help but fear, deep down, that the students just don’t care. And I hate feeling that way.
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