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Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
ian august

Review of Weimer, Learning-Centered Teaching - 0 views

academic.pgcc.edu/...weimer.htm

shared by ian august on 08 Jul 11 - Cached
  • Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimer’s suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test. 
  • . The function of content in a learner-centered course changes from covering content to using content
  • describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
  • ...15 more annotations...
  • When the teacher dominates the learning, students take shallow approaches to learning.
  • 1.  Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs.            2.  Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later.  3.  Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4.   Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing  and modeling your thinking process. 5.  Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6.  Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7.  Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).
  • focuses on student responsibility for learning and how to promote it.
  • transforming passive students into autonomous learners
  • The more structured we make the environment, the more structure students need
  • The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)
  • The more we decide for students, the more they expect us to decide.
  • eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners: 
  • The instructor should “make the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.” Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimer’s suggestion for starting the discussion is to have students complete sentence stems such as “In the best class I ever had, teachers . . .” “In the best class I ever had, students . . .” “I learn best when . . .” “I feel most confident as a learner when . . .” (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that “encourage students to encounter themselves as learners” (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.
  • helps us deal with the fact that almost all students will resist their teacher’s learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.
  • , why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some students’ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.
  • overcome student resistance to learner-centered approache
  • The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.
  • developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin
  • moment of transformatio
diane hamilton

Constructivism as a Paradigm for Teaching and Learning - 0 views

www.thirteen.org/...index.html

communities constructivism learning constructivist theory

shared by diane hamilton on 17 Jun 09 - Cached
  • In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
  • Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
  • Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.
  • Catherine Strattner on 21 Jun 12
     
    What is constructivism? How does a constructivist teacher teach?
Joy Quah Yien-ling

The "V-PORTAL": Video Online Repository for e-Teaching and Learning... - The World Is Open - 3 views

travelinedman.blogspot.com/...v-portal-video-primers-in.html

online teaching online online course teacher development

shared by Joy Quah Yien-ling on 12 Dec 10 - No Cached
  • Joy Quah Yien-ling on 12 Dec 10
     
    List of 27 videos: 1. Planning an Online Course 2. Managing an Online Course: General 3. Managing an Online Course: Discussion Forums 4. Providing Feedback 5. Reducing Plagiarism 6. Building Community 7. Building Instructor and Social Presence 8. Online Relationships: Student-Student, Student-Instructor, Student-Practitioner, Student-Self 9. Fostering Online Collaboration/Teaming 10. Finding Quality Supplemental Materials 11. Blended Learning: General 12. Blended Learning: Implementation 13. Blended Learning: The Future 14. Online Writing and Reflection Activities 15. Online Visual Learning 16. Using Existing Online Video Resources 17. Webinars and Webcasts 18. Podcasting Uses and Applications 19. Wiki Uses and Applications 20. Blog Uses and Applications 21. Collaborative Tool Uses and Applications 22. Hands-On/Experiential Learning 23. Coordinating Online Project, Problem, and Product-Based Learning 24. Global Connections and Collaborations 25. Assessing Student Online Learning 26. Ending, Archiving, Updating, and Reusing an Online Course 27. Trends on the Horizon
Nicole Arduini-Van Hoose

Problem-Based Learning at University of Delaware - 0 views

www.udel.edu/why-pbl.html

problem-based learning

shared by Nicole Arduini-Van Hoose on 14 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 14 Jun 11
     
    Introductory explanation of PBL and resources for faculty wishing to learn more about implementation.
abeukema

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 3 views

www.educause.edu/...tion-long-tail-and-learning-20

shared by abeukema on 31 May 13 - No Cached
  • global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • Web 2.0, has blurred the line between producers and consumers of content
  • the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 31 May 13
       
      In addition to supporting multimodal learning, the participatory nature fosters student engagement.
  • ...7 more annotations...
  • social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions.
  • , “We participate, therefore we are.”
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 31 May 13
       
      Some people say that if you are not participating in social media, then you "don't exist". I think it is interesting to see that idea brought up in an educational context.
  • We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Lifelong learners.
  • culture of sharing,
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Community of Inquiry connection.
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      There are clear benefits of cooperative learning and knowledge construction.
  • seeking the knowledge when it is needed in order to carry out a particular situated task
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have been intrigued about the idea of just in time education. It would seem more authentic for students to learn skills or information as it is needed to complete some bigger task - perhaps in a problem based learning situation? This is definitely something I want to consider more.
  • thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important
  • Arnaldo Robles on 04 Jun 14
     
    "thereby enabling a new kind of critical readingâ€"almost a new form of literacyâ€"that invites the reader to join in the consideration of what information is reliable and/or importan"
lkryder

Minding the Knowledge Gap - 0 views

www.aft.org/...christodoulou.cfm

facts knowlege short term memory long term memory schema thinking learning

shared by lkryder on 16 Jun 14 - No Cached
  • In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.
  • Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.
  • If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).
  • ...3 more annotations...
  • The main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. The evidence for the importance of knowledge is clear. We have a strong theoretical model that explains why knowledge is at the heart of cognition. We have strong empirical evidence about the success of curricula that teach knowledge. And we have strong empirical evidence about the success of pedagogy that promotes the effective transmission of knowledge. If we fail to teach knowledge, pupils fail to learn.
  • By neglecting to focus on knowledge accumulation, therefore, and assuming that you can just focus on developing conceptual understanding, today's common yet misguided educational practice ensures not only that pupils' knowledge will remain limited, but also that their conceptual understanding, notwithstanding all the apparent focus on it, will not develop either. By assuming that pupils can develop chronological awareness, write creatively, or think like a scientist without learning any facts, we are guaranteeing that they will not develop any of those skills. As Willingham and others have pointed out, knowledge builds to allow sophisticated higher-order responses. When the knowledge base is not in place, pupils struggle to develop understanding of a topic.
  • In a lot of the training material I read, these knowledge gaps were given very little attention. Generally, the word "knowledge" was used in a very pejorative way. The idea was that you were supposed to focus on skills like analysis, evaluation, synthesis, and so forth. Knowledge was the poor relation of these skills. Of course, I wanted my pupils to be able to analyze and evaluate, but it seemed to me that a pupil needed to know something to be able to analyze it. If a pupil doesn't know that the House of Lords isn't elected, how can you get him to have a debate or write an essay analyzing proposals for its reform? Likewise, if a pupil doesn't know what the three branches of government are in the United States, how can she understand debates in the papers about the Supreme Court striking down one of Congress's laws?
  • lkryder on 16 Jun 14
     
    From American Educator, AFT - A Union of Professionals Teaching facts is critical to developing higher order thinking skills. An excellent case is made and the origins of our disdain for teaching facts in the works of Rousseau, Dewey, Freire and others is examined.
  • lkryder on 16 Jun 14
     
    I think this article compliments some earlier discussions I saw on Bloom's Taxonomy in our class and also some of the discussions I saw on Common Core. I would be interested in what the K-12 folks think about this article.
Heather Kurto

Parent Training for Young Children With Developmental Disabilities: Randomized Controll... - 0 views

www.ncbi.nlm.nih.gov/...PMC2784887

parent training

shared by Heather Kurto on 16 Jun 13 - No Cached
  • Parenting training has a long history of use with typically developing children who had behavior disorders. Parent training is based on social learning theory, principles of operant theory and behavior modification, and tenets of developmental psychopathology. Evidence suggests that building positive parenting skills and targeting parent–child interactions will have collateral effects on children’s behavior problems (The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlForehand & Mc-Mahon, 1981; The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlPatterson, 1982).
  • Unlike parent training for families who have children with behavior problems, programs for children with developmental disabilities often target increasing children’s adaptive behavior, self-help skills, language, or academic skills (The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlBaker & Brightman, 2004; The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlBreiner, 1989
Joan McCabe

Assessment Design and Cheating Risk in Online Instruction - 0 views

www.westga.edu/...on_lambrinos_buffolino133.html

assessment cheating proctored exams

shared by Joan McCabe on 21 Jun 12 - No Cached
  • It would be a mistake to minimize the problem of cheating in f2f classes. Four stylized facts emerge from a survey of the literature on cheating in f2f undergraduate courses. First, cheating by college students is considered widespread (McCabe and Drinan 1999). For example, estimates from five studies of college students reporting having cheated at least once during their college career range from 65% to 100% (Stearns 2001), and Whitley (1998) reports an average of 70% from a review of forty-six studies.   Second, cheating by college students is becoming more rather than less of a problem. Estimates from five studies of the percentage of college students cheating at least once in their college career have been steadily rising over the period 1940 to 2000 (Jensen, Arnett et al. 2002). A study administered in 1964 and replicated in 1994 focused on the incidence of serious cheating behaviors (McCabe, Trevion et al. 2001). This study reported that the incidence of serious cheating on written assignments was unchanged at 65-66%, but the incidence of serious cheating on exams increased from 39% to 64%.  Third, the format of assessment is correlated with cheating. Whitley (1998) reviewed 107 studies of cheating by students over the span of their college courses (published since 1970), and reported that from 10 studies a mean estimate of 47% for cheating by plagiarism, from 37 studies a mean estimate of 43% for cheating on exams, and from 13 studies a mean estimate of 41% for cheating on homework. Fourth, student characteristics of age and GPA are negatively correlated with cheating.  Whitley (1998) reviewed 107 studies on college cheating (published since 1970), and found 16 studies reporting a small negative correlation between GPA and cheating and 10 studies reporting a negative correlation between age and cheating.
  • In the growing literature about online instruction there are two opposing views on the integrity of assessments. One view is that cheating is as equally likely to occur in the f2f format as in the online format of instruction.
  • The alternative view is that proctored exams are the only way to protect the integrity of grades by guaranteeing both that a substitute is not taking the exam and that students are not working together on an exam.
  • ...1 more annotation...
  • Summary and Conclusions This study reports three principle findings.  First, from a survey of student opinion it is reported that 59% believe that the frequency of cheating is the same in both the online and the f2f instructional format. The proportion is significantly greater than 50% at the .05 level. It is also reported that the responses to the question of cheating and instructional format are significantly different depending on whether the student came from an online class or a f2f class, but only at a p-value of .1060.  Recalling the literature review in Table 1, which reported mixed findings by previous empirical studies, an interesting implication for future research is whether student experience with each instructional format influences student perceptions of differences in the frequency of cheating. Second, on proctoring and the frequency of cheating on essay exams and multiple choice exams, it is reported that roughly half of the respondents perceive unproctored assessments as having greater cheating risk than the same assessment in a proctored format, and half think they have equal cheating risk. These findings are consistent with the conventional perception that in a side by side comparison of two courses with comparable content and predominately multiple choice exam assessments, the course with unproctored exams is viewed as having greater cheating risk. Third, in our analysis of assessment design in 20 online courses it is reported that 70% base roughly half the course grade on unproctored multiple choice exams.     These findings imply that online courses, which have unproctored multiple choice exams, can reduce perceived cheating risk by proctoring some of their multiple choice exams without significantly altering the original mix of assessment types. Gresham’s Law suggests that online courses debased by assessment designs with high cheating risk will displace courses with relatively lower cheating risk. Institutions of higher education tone deaf to the issue of proctoring online multiple choice assessments may understandably find other institutions reluctant to accept these courses for transfer credit.  The benefit of proctoring is not without cost.  A proctored exam limits the spatial and the asynchronous dimensions of online instruction, which may have been the core reason the student enrolled in the online. These costs can be mitigated to some extent by early announcement of the time and date of the exam, by allowing for some flexibility of time of exam, and by permitting use of alternate certified proctoring centers. The costs to individual instructors are formidable but there are potentially significant economies of scale to be realized by integration of online courses with an existing system that administers proctoring of exams for f2f classes.  Proctoring of some multiple choice exam assessments will reduce cheating risk. The elephant in the room, however, is the cheating risk on non-exam unproctored assessments (for example term papers, essays, discussion, and group projects). These are widely used in f2f instruction and, as online instruction evolves, will likely become equally widely used in online courses. These assessments are valuable because they encourage learning by student-to-student and student-to-faculty interactions, and because they measure Bloom’s higher levels of learning. These assessments have higher cheating risk than proctored multiple choice exams. These assessments, more so than multiple choice exams, challenge the ability of faculty and administration to inspire students to behave ethically and to refrain from academic misconduct.
  • Joan McCabe on 21 Jun 12
     
    Two views on online assessment. Student and teacher opinions on online assessment. How to reduce cheating.
Joan Erickson

CriticalThinking.org - Defining Critical Thinking - 2 views

www.criticalthinking.org/...define_critical_thinking.cfm

shared by Joan Erickson on 19 Jun 10 - Cached
  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • taking charge of the structures inherent in thinking andimposing intellectual standards upon them
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      still vague
  • raises vital questions and problems, formulating them clearly andprecisely; gathers and assesses relevant information, using abstract ideas tointerpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      OK I get it
  • Joy Quah Yien-ling on 20 Jun 10
     
    Describes all that we have been doing!
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • contribution as creating spaces that evoke desired experiences.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
Diane Gusa

Relational Context of Teaching - 3 views

relationalcontextofteaching.edublogs.org

shared by Diane Gusa on 07 Jun 11 - No Cached
Kristen Della liked it
  • He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
  • I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
  • However, to be part of the social network and be actively involve citizens, each must become life-long learners. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      ... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
  • ...25 more annotations...
  • Eleanor Roosevelt
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      don't forget to self-assess!
  • I am going to give this blog a 3.
  • Teacher presence
  • June 21st,
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      diane: the blogging assignment for module 2 was due on june 19th.
  • What I would like is to have the option of posting and assessing it as NG (no grade)
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
  • Finally, I carefully considers there are no place where Alex might say “can you tell me more”
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
  • Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
  • Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
  • pay attention
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
  • then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
  • I will investigate and use group Wikis
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
  • detailed rubric
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
  • plan on using Alex’s rubric for my instructional design,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
    • ian august
      ian august on 17 Jul 11
       
      Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester. 
    • ian august
      ian august on 17 Jul 11
       
      Give this women a thousand points for quoting me :)!!
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
    • ian august
      ian august on 17 Jul 11
       
      While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life.  Do you think you can use different models of teaching with different students in the same class?
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      On a side note, I loved kung fu panda!!
  • I am saddened and concern for the positivist, behaviorist methods she employs and models. I
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I don't understand this comment.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      This was base on reading only half of the rubric...
  • poor grade.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      Again if I had scrolled down I would have seen that 12 posts were not required.
  • In the future I will build my course off line,
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Good idea!
  • when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!  
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
  • Alex, my  Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      i TOTALLY LOVE this image : ) thank you! : )
  • I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs  as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.  
  • I will do this because I care about their learning.
  • I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change  that I would experience this summer.
  • ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
abeukema

Offical Keller Site on ARCS Motivation Theory - 0 views

www.arcsmodel.com

motivation etap 640 theory

shared by abeukema on 06 Jun 14 - Cached
  • problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students’ motivation to learn
  • The art of design and teaching is based on both knowledge and experience and refers to the necessity for personal judgment and problem solving. Many of the challenges faced by teachers and designers cannot be solved “by the book.”
Heather Kurto

AJET 27(1) Tee and Lee (2011) - From socialisation to internalisation: Cultivating tech... - 0 views

ascilite.org.au/...tee.html

knowledge learning

shared by Heather Kurto on 19 Jun 13 - No Cached
  • is needed is an approach that helps teachers learn how to choose, apply, evaluate and further develop different configurations of tools and artifacts - digital and otherwise - depending on their practice, their learners, the contexts they are in, and the nature of the subject they teach. If this sounds like teaching our teachers how to fish, it is. They should not be given a prescribed technology or the proverbial fish; instead, they must learn how to fish, or specifically to think through, critically choose or design and configure, learn and apply technologies that will best meet the teaching and learning needs that exist within their context. If this can be done, teachers can go beyond thinking of themselves as merely being passive consumers of technological tools and begin thinking of themselves as being designers or purposeful users of technology specifically to aid students' learning.
  • Koehler and Mishra (2007) explained that good teaching with technology for a given content is complex and multidimensional. It requires a nuanced understanding of how a combination of certain technologies and pedagogical technique can make learning of a particular content area more meaningful.
  • Key design considerations for creating activities and conditions tofacilitate socialisation, externalisation, combination and internalisation
  • ...1 more annotation...
  • Socialisation and externalisation largely manifested in the form of class discussions and out of class group discussions. Both externalisation and combination can be seen in the wiki based e-book project and higher stakes presentation at the end of the course. Internalisation was stimulated in the implementation and oral reflections in class, and the reflections they were writing for the course.
Irene Watts-Politza

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663

asynchronous learning community of inquiry model COI pedagogy

shared by Irene Watts-Politza on 03 Jun 12 - No Cached
  • Another notable trend is towards more object-based, contextual, or activity-based models of learning. It is not so much a question of building and sustaining networks as of finding the appropriate sets of things and people
  • and activities. CloudWorks, a product of the OU-UK, is an example of this new trend, in which objects of discourse are more important than, or at least distinct from, the networks that enable them (Galley, Conole, Dalziel, & Ghiglione, 2010).
  • The next step in this cycle would seem to be, logically, to enable those sets to talk back to us: to find us, guide us, and influence our learning journeys. This represents a new and different form of communication, one in which the crowd, composed of multiple intelligences, behaves as an intentional single entity.
  • ...6 more annotations...
  • PageRank algorithm behind a Google search works in exactly this way, taking multiple intelligent choices and combining them to provide ranked search results (Brin & Page, 2000).
  • it is not individuals, groups, or networks that help us to learn but a faceless intelligence that is partly made of human actions, partly of a machine’s.
  • We and others have described these entities in the past as collectives (Segaran, 2007).
  • Despite the ubiquity of such systems, what still remains unclear is how best to exploit them in learning. However, it seems at least possible that the next generation of distance education pedagogy will be enabled by technologies that make effective use of collectives.
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses. These contributions may be reflections, critical comments, learning objects and resources, and other digital artifacts of knowledge creation, dissemination, and problem solving.
  • Teaching presence in connectivist learning environments also focuses on teaching by example. The teachers’ construction of learning artifacts, critical contributions to class and external discussion, capacity to make connections across discipline and context boundaries, and the sum of their net presence serve to model connectivist presence and learning.
  • Irene Watts-Politza on 03 Jun 12
     
    Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.
  • Irene Watts-Politza on 05 Jun 12
     
    Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.
  • Irene Watts-Politza on 06 Jun 12
     
    Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

www.educause.edu/...education-survey-says%E2%80%A6

Survey online teaching

shared by Heather Kurto on 06 Jul 12 - No Cached
  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
  • ...7 more annotations...
  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • ), and educational opportunities.25Online Teaching Skills.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
  • Gary Bedenharn on 06 Jul 12
     
    The study of what online teaching might look like in the near future.
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views

www.westga.edu/...howell63.html

shared by Irene Watts-Politza on 13 Jun 12 - Cached
  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
      Irene Watts-Politza on 13 Jun 12
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
  • ...11 more annotations...
  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
  • Joan McCabe on 13 Jun 12
     
    Trends that affect distance education. The part that shows how different online students are now is very interesting.
Melissa Pietricola

Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views

www.educause.edu/...163579

education platform managing

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
  • results—results frequently unattainable in a command-and-control management setting
  • the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
  • ...12 more annotations...
  • But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
  • development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
  • materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
  • . Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
  • Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
  • transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
  • are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
    • Melissa Pietricola
      Melissa Pietricola on 15 Jun 10
       
      This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
  • In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
  • Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
  • To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
  • emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
  • The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
Aubrey Warneck

Peer Coaching: An Innovation in Teaching - 0 views

kolea.kcc.hawaii.edu/...meyer.html

coaching education peer couching peer teaching teaching

shared by Aubrey Warneck on 21 Jul 08 - Cached
  • TWO TYPES OF PEER COACHING: THERE'S SOMETHING FOR EVERYONE There are two general ways to participate in peer coaching, specific and non-specific. For specific participation, the teacher wants help with certain, pre-determined issues. If they are uncertain about where they most need help, such participants may want to first get videotaped and view the tape critically to help them identify their problem areas. Even teachers who can't get videotaped should try to think about what they would like to improve about their teaching. The peer coaches should pay particular attention to these issues while observing their partner's classes. In non-specific participation, the teacher wants an outsider to come and (1) help determine areas for improvement and/or (2) comment on the teacher's general approach. This form of participation may be ideally suited to experienced teachers who merely want general comments or for those who seeking help in a more general sense. In some ways, non-specific participation is like the "teaching consultants" discussed earlier.
    • Aubrey Warneck
      Aubrey Warneck on 21 Jul 08
       
      This type of peer coaching was used between two educators in which they observed one another and offered feedback about how they could improve classroom performance and teaching,
  • Peer coaching is an innovation that helps teachers improve their teaching. It is intended to be a mutually reciprocal process where two peers attend each other's classes and help each other enhance and enrich their methods of instruction. Because it is not based in formal evaluations, program participants have reported making more long-lasting changes than those based on more evaluative approaches. Peer coaching is a program that can be implemented in a variety of educational settings from elementary to collegiate levels.
    • Aubrey Warneck
      Aubrey Warneck on 21 Jul 08
       
      This paragraph notes that there are long term effects of using peer coaching and that the strategy can be applied to many educational environments.
  • Aubrey Warneck on 21 Jul 08
     
    A research article exploring the effects of peer coaching when used between educators in evaluating and improving classroom practices.
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