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sherrilattimer

Author: When It Comes To High-Speed Internet, U.S. 'Falling Way Behind' : All Tech Cons... - 0 views

www.npr.org/...nternet-u-s-falling-way-behind

internet access

shared by sherrilattimer on 01 Jun 14 - No Cached
  • They're just like the railroad in that if you were a farmer in the 1890s, the only way to get your goods to market would be to work through the railroad. ... We just can't operate without it. They're also like them in that they're expensive businesses to build in the first place — it's very hard to come in and compete against one of these guys once they've built one of these giant networks. They're also like the railroad in that it takes intentional policy to make them stretch all the way across the United States.
  • We seem to currently assume that communications access is a luxury, something that should be entirely left to the private market unconstrained by any form of oversight. The problem is that it's just not true in the modern era. You can't get a job, you can't get access to adequate health care, you can't educate your children, we can't keep up with other countries in the developed world without having very high capacity, very high speed access for everybody in the country. And the only way you get there is through government involvement in this market. That's how we did it for the telephone, that's how we did it for the federal highway system, and we seem to have forgotten that when it comes to these utility basic services, we can't create a level playing field for all Americans or indeed compete on the world stage without having some form of government involvement.
  • "Unless somebody in the system has industrial policy in mind, a long-term picture of where the United States needs to be and has the political power to act on it, we'll be a Third World country when it comes to communications."
J Robin Ward

Preparing Instructors for Quality Online Instruction - 1 views

www.westga.edu/...yang81.htm

shared by J Robin Ward on 12 Jun 10 - Cached
  • The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?
  • Instructors have many concerns about online education. Their primary concern is how online education changes their roles and responsibilities, and how they can adapt to this change. Online education is widely accepted as student-centered education, and the traditional education is regarded as professor-centered education. Due to a shift to online education, the instructor's role has become more of a facilitator than a traditional lecturer. Therefore, the traditional professor-centered educational environment and student-centered online educational environment will have many differences. Besides their role shifting, the role of the virtual instructor is to select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion (Kettner-Polley, 1999).
  • Clark (2002) pointed out that online learner must be a constructivist learner. This suggests that the learner must be active in the process, cognitively complex and motivated. According to Clark , motivating factors in the learning process include self-reference, personal goals, control and autonomy . Howland & Moore's (2002) study examined 48 students' experiences in online environments. Their results confirmed that the students who were the most positive in their perceptions of online learning were those with attributes consistent with constructivist learners. The most positive students were more independent, proactive and responsible for their learning.
  • ...14 more annotations...
  • Alley and Jansak (2001) have also identified 10 keys to quality online learning. The authors suggested that online courses will be high quality when they are student-centered and when: Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • nstructors may lack sufficient information on how well learners actually perform
  • how to appropriately use technology to serve an instructional purpose tends
  • they have to face the challenge of lack of direct interpersonal contact with students
  • the instructor to motivate students to adjust their roles when becoming an online learner
  • Since face to face instruction is usually eliminated in online classes, i
  • While arguments have been made in opposition to online education, there are proponents who are in support of this mode of instruction. They suggest that the lack of face-to-face interaction can be substituted by online discussions in bulletin board systems, online video conferences or on listservs (Blake, 2000). Online education can also promote students' critical thinking skills, deep learning, collaborative learning, and problem-solving skills (Ascough, 2002; Rosie, 2000). Donlevy (2003) asserted that online education may help schools expand curricula offerings with less cost and can help graduates gain important technology skills to improve their marketability. Proponents also argue that online education can encourage non-discriminatory teaching and learning practices since the teachers and students, as well as students and their classmates typically do not meet face-to-face. Palloff and Pratt (1999) have concluded that because students cannot tell the race, gender, physical characteristics of each other and their teachers, online education presents a bias-free teaching and learning environment for instructors and students.
  • academic dishonesty of online learners (Muirhead, 2000)
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      This is one of the topics I expressed interest in -- need to take a look at the source.
  • several factors that may deter faculty from teaching online.
  • lack of professional prestige
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      Similar to Rogers 2003.
  • While many critics have suggested that there is no sure way to hold students accountable for academic dishonesty, Heberling (2002) concluded that while maintaining academic integrity in the online instructional setting may be a challenging, many strategies may be employed to detect and prevent plagiarism, such as reversing an Internet search, tracking back to an original source.
  • 10 keys to quality online learning
  • Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • Alley and Jansak (2001)
sherrilattimer

What does it mean to be a digital native? - CNN.com - 0 views

edition.cnn.com/...digital-native-prensky

digital native digital immigrant

shared by sherrilattimer on 04 Jun 14 - No Cached
  • As technology filters into every corner of the globe and tech cities spring up in some unlikely places from Bangalore to Tel Aviv, a new gulf is emerging to separate the digitally savvy from the disconnected: Poverty.
  • In India, over two-thirds of the population live on less than $2 a day, according to the World Bank. But a United Nations report still says that mobile phones are more common than toilets, with nearly half of India's 1.2 billion population armed with a handset.
  • hierarchies created by digital literacy and the class systems that will be shaped by access to digital technologies.
  • ...3 more annotations...
  • digital outcasts -- people whose supposed problem of access to the world has been resolved."
  • By 2020, Prensky predicts people across the globe will be plugged into the "AORTA," -- Always On RealTime Access -
  • "The presents that we live in, are the futures that our pasts have imagined."
cpcampbell88

The Difference between Positive/Negative Reinforcement and Positive/Negative Punishment... - 0 views

bcotb.com/nd-positivenegative-punishment

shared by cpcampbell88 on 29 Jul 14 - No Cached
  • cpcampbell88 on 29 Jul 14
     
    In Applied Behavior Analysis, there are two types of reinforcement and punishment: positive and negative. It can be difficult to distinguish between the four of these. Therefore, the purpose of this blog is to explain the differences in order to …
  • cpcampbell88 on 29 Jul 14
     
    In Applied Behavior Analysis, there are two types of reinforcement and punishment: positive and negative. It can be difficult to distinguish between the four of these. Therefore, the purpose of this blog is to explain the differences in order to …
cpcampbell88

Making the right choices 2 - 0 views

www.palgrave.com/...Making-the-right-choices

Module 4 assignment

shared by cpcampbell88 on 28 Jul 14 - No Cached
    • cpcampbell88
      cpcampbell88 on 28 Jul 14
       
      Things to consider when creating a career plan
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      Things to consider when creating a career plan
    • cpcampbell88
      cpcampbell88 on 28 Jul 14
       
      choices will determine students' outcome...this is important for students to realize at an early age
  • some thought to how you will
  • ...25 more annotations...
  • stand out.
  • choose options that broaden your
  • personal interests a
  • employers tend
  • to prefer applicants who
    • cpcampbell88
      cpcampbell88 on 28 Jul 14
       
      Students need to include these on resumes and college app. Important for students to realize before their senior year of high school
  • responsible roles
  • led projects.
  • work experience
  • challenges
  • problem-solving skills
  • confident in communicating
  • et on well w
  • creative thinkers
  • finding solutions
    • cpcampbell88
      cpcampbell88 on 28 Jul 14
       
      Good discussion: how will you demonstrate these qualities on resume or on interview
  • ctives,
    • cpcampbell88
      cpcampbell88 on 28 Jul 14
       
      Create goals to help development of career plan
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      his website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
    • alexandra m. pickett
      alexandra m. pickett on 30 Jul 14
       
      hi catherine!
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      Things to consider when creating a career plan
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      Things to consider when creating a career plan
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      things to consider when creating a career plan
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      choices will determine students' outcome...this is important for students to realize at an early age
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      Students need to include these on resumes and college app. Important for students to realize before their senior year of high school
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      Good discussion: how will you demonstrate these qualities on resume or on interview
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      Create goals to help development of career plan
    • cpcampbell88
      cpcampbell88 on 30 Jul 14
       
      test
Teresa Dobler

Arguing Against the Socratic Method | Psychology Today - 0 views

www.psychologytoday.com/...ng-against-the-socratic-method

shared by Teresa Dobler on 30 Jun 14 - No Cached
  • The problem comes alive for them, not as ‘something René Descartes or John Stuart Mill once said,’ but as a dilemma for them to wrestle with and make choices about.
    • Teresa Dobler
      Teresa Dobler on 30 Jun 14
       
      Socratic Method positive: gets students invested in a moral/realistic dilemma
  • subsequent queries to challenge the user and reveal the flaws in her reasoning
    • Teresa Dobler
      Teresa Dobler on 30 Jun 14
       
      In the traditional socratic format
sherrilattimer

FILLING THE TOOL BOX - 0 views

www.fno.org/toolbox.html

learning assessment questioning inquiry

shared by sherrilattimer on 03 Jul 14 - Cached
  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
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  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
  • sherrilattimer on 03 Jul 14
     
    Classroom strategies to engender student questioning.
sschwartz03

http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf - 0 views

www.cambridge.org/...Jones-Student-Centered.pdf

shared by sschwartz03 on 14 Jul 12 - No Cached
  • Gary Bedenharn on 14 Jul 12
     
    Classroom management tips to a successful student-centered learning environment.
  • Danielle Melia on 13 Aug 12
     
    A student-centered approach helps students to develop a "can-do"  attitude. It is effective, motivating, and enjoyable. This booklet sets out to  discuss how this approach can be implemented. It also deals with the problems  that may arise.
Teresa Dobler

Collaboration has been defined like a coordinated, synchronous activity that is the res... - 0 views

dcc.puc.cl/...N47-Collab+in+large+groups.pdf

large group collaboration

shared by Teresa Dobler on 07 Jul 14 - No Cached
  • een shown thatwhen several users, each with his own personal input device but with a shared scree
efleonhardt

Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views

faculty.mwsu.edu/...rubrics.htm

rubrics assessment tools collaboration

shared by efleonhardt on 07 Jul 14 - No Cached
  • measurable criteria that can be counted or marked as present or not present in the work that is being evaluated. 
  • This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
  • Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
  • ...9 more annotations...
  • will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
  • when there is a wide range of variation between quality work and work that is not yet proficient.
  • writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
  • that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
  • Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well. 
  • Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
  • better diagnostic information and provide students more feedback about how to make his or her work better
  • Analytical rubrics, on the other hand, break down the final project into parts
  • empowered to take more responsibility for their own learning.
Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
  • ...9 more annotations...
  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
kasey8876

Teaching critical thinking through online discussions. - 0 views

eac595b.pbworks.com/...ight+2000+questions%5B1%5D.pdf

Critical Thinking Online

shared by kasey8876 on 29 Jun 12 - No Cached
  • Lauren D on 29 Jun 12
     
    -Small group discussions- led by the instructor (Good way to start out a course to scaffold these principles) -Buzz groups- which allows two students to discuss an issue -Case discussions- using real or simulated complex problems to be analyzed in detail -Debating teams- where students improve their critical thinking skills by formulating ideas, defending their positions, and countering the opposition's conclusions -Jigsaw groups- students break up into subgroups to discuss various parts of a topic and then come together to present it or teach it to other classmates -Mock trials- students assume different roles in a trial setting
  • kasey8876 on 29 Jun 14
     
    Educators role in fostering critical thinking in online discussions
Teresa Dobler

Establishing & Teaching Classroom Rules - 3_Classroom_Expectations.pdf - 0 views

education.odu.edu/...3_Classroom_Expectations.pdf

expectations

shared by Teresa Dobler on 16 Jul 14 - No Cached
  • prevent behavior problems before they occur
  • clear, concise, and explicit
Teresa Dobler

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stone_0911.htm

online learning teaching

shared by Teresa Dobler on 08 Jul 13 - No Cached
  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
  • ...4 more annotations...
  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  • lkryder on 11 Jun 14
     
    online and on campus teaching should both take the same amount of prep
Alicia Fernandez

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm

attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached
  • Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
alexandra m. pickett

Online Course Design - 0 views

joyquah.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      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”.
  • ...23 more annotations...
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      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
      alexandra m. pickett on 05 Jul 10
       
      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
      alexandra m. pickett on 20 Jul 10
       
      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
      alexandra m. pickett on 20 Jul 10
       
      i have great expectations of you joy! i know you can do it : )
  • this is a process
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      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
      Joan Erickson on 20 Jul 10
       
      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
      Joan Erickson on 16 Aug 10
       
      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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