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efleonhardt

perplexity: definition of perplexity in Oxford dictionary (American English) (US) - 0 views

  • Inability to deal with or understand something complicated or unaccountable
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    Definition of perplexity
Celeste Sisson

Concept of Perplexity - 0 views

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    The article desribes Dan Meyer's concept of perplexity with ten design principles in the math classroom.
abeukema

Aristotle's Lantern: On Questioning and Perplexity - 0 views

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    (some reflections in the context of Higher Education in the 21st Century)
alexandra m. pickett

Learning by Doing | ETAP 640 Introduction to Online Teaching - 0 views

  • it wasn’t terrible!
    • alexandra m. pickett
       
      Glad you dove in!! Looking forward to your second post for module 1!
  • Her example was “what does it mean to be human?”  The reason this struck a chord with me is that many students are either uninterested in research or they think that they are already expert researchers.  Unfortunately, very few of them have the research skills required at the college level.  This interview served as an important reminder to me that it’s my job to make the course both relevant and engaging.  I want to do my best at writing engaging and thought provoking discussion questions.
  • Pickett discusses the importance of establishing trust in the online classroom.  One thing that has been surprising to me but upon reflection makes sense is that this is about both design and instruction.  The icebreaker module takes on a new significance in this light – as it’s not only the launch of the course but also the launch of the community.
    • alexandra m. pickett
       
      BRILLIANT!!!
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  • “just because you call it a discussion doesn’t make it a discussion.” 
  • so maybe I’ll work on developing my very own perplexity fairy. 
  • In this course not only will I remember my instructor’s name – I will also remember my classmates’ names. That’s pretty remarkable!
alexandra m. pickett

Eight Tips for Fostering Flow in the Classroom | Greater Good - 0 views

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    8 tips for fostering flow
abeukema

Motivation - Emerging Perspectives on Learning, Teaching and Technology - 0 views

  • Setting up rigid and realistic goals based on the learner's competence, therefore, is more effective than setting easy goals.
  • Performance goal: I want to avoid mistakes so I can get a good grade.
  • Mastery goal: Understanding the class materials is more important than earning a high grade, and that's why I work hard to learn. My performance is better than it was at the beginning of the semester.
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  • Table 1. Classroom structure and instructional strategies supporting a mastery goal Structure
  • reasonable challenge
  • Bandura pointed out that negative messages have an even greater effect on lowering efficacy expectations than do positive messages to increase it.
  • Successful experience: It is the teachers' responsibility to help learners achieve academic success by providing challenging, yet attainable tasks . Successful experience is the most important source of fostering self-efficacy.
  • attributional theories
  • Challenge: Design challenging activities which convey the message to the learners that they have competitive skills. It is essential to find a balance between learner competence and the difficulty of the goals. Overly difficult goals are unlikely to increase learner motivation to continue the task if the learners perceive they will never reach the goal. Likewise, goals that are too easily attained do not sufficiently challenge learners to encourage skill development.
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    Well organized webpage with information, power points and pdfs on goals, motivation and learning.
abeukema

Oliver RANNER Plato and Aristotle on the Origin of Philosophy - 0 views

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    "Oliver RANNER Plato and Aristotle on th e Origin of Philosophy"
alexandra m. pickett

Consider the Source II - 0 views

  • I recall in my early SLN days trying to find out why faculty were being told to close past modules as they moved forward in the course
    • alexandra m. pickett
       
      Not sure where this comes from linda, but it is not so. the exact opposite is true.
    • lkryder
       
      2004 - I am sure it has changed. It may have been the the SLN ID I was working and/or the classes I was taking. But I did see it more than a few times and it perplexed me. I definitely don't see it anymore so that is a good thing :-)
    • alexandra m. pickett
       
      odd... i actually in the early days strongly recommended that faculty have all their modules open from the first day so that students could see the structure and flow of the course from the beginning and have the structure help them not only anticipate what was coming, but act as advanced organizers to help students understand the scope and approach to the content taken by the instructor. I also didn't want faculty to use it as an excuse to not complete the course before it went live : ) I keep the modules closed in ETAP640 and reveal them one at a time because i don't want to confuse and overwhelm students. But, i have always maintained that work in previous modules should remain open and accessible so that students can refer back to or continue conversations if they want to. If you close a module then students won't have access to their own content. I would have to be convinced that under some very specific circumstance that there would be a good reason to do that. : )
    • lkryder
       
      I am in total agreement with you on that - I won't mention names or courses :-) But I think the message is out that they should all be open!! lkr
  • because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless
  • I can say that I think I am on a completely different level in my teaching and design work.
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  • I have increased my toolkit for engaging students at multiple levels. I feel I will be more vigilant about tapping into their basic human need for challenge, while attending to their narratives. Their storylines were not always part of my approach, but now I will be watching for those.
alexandra m. pickett

Online Course Design - 0 views

    • alexandra m. pickett
       
      Joy! thank you for making your learning visible to me! I am awed and inspired by the depth of your insights!
  • So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
  • From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
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    • alexandra m. pickett
       
      eureka!!! brilliant!!!
  • And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
  • People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
  • From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
  • “You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
    • alexandra m. pickett
       
      thank you for this observation, joy! thank you for taking the bait and giving us all the opportunity to question our assumptions and to arrive at creativity, innovation and possibilities!! : )
  • I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
  • But we should never give up on the unwilling ones.
  • The best way to spark change is to let them attend an effective online course.
  • I am beginning to see how “developing a course is a transformative experience”.
  • I don’t think I can return to the classroom and teach anything the same way before.
  • Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
  • I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
  • An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to  successfully transfer learning, which is basically one of great challenges of teaching.  So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
  • As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
  • Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
    • alexandra m. pickett
       
      thank you for making your thinking and learning visible to me!
  • Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
    • alexandra m. pickett
       
      i have great expectations of you joy! i know you can do it : )
  • this is a process
    • alexandra m. pickett
       
      Yes!!! the value to me and to the others in the class is to be able to watch your process. we see how you think and refine and how your ideas change and evolve and that adds to our understanding of you and our own learning.
  • My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
    • Joan Erickson
       
      Oh Joy, I can relate! By the time Alex reads my submitted writing assignment, my actual course design has already morphed a few times. I've visited your course, it looks great! the activities you set up indicatethat you have high expectations for the participants!
  • Confucius
    • Joan Erickson
       
      wow, Confucious said that? I didn't even know, and I'm Chinese!
  • In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
  • One of the insights has to do with letting go as a teacher.
  • Reading Sue’s
  • I agree with Sue.
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