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Catherine Strattner

Applying Bloom's Taxonomy to teach thinking skills in e-learning « Jen e-blogger - 0 views

jeneblogger.wordpress.com/...-thinking-skills-in-e-learning

bloom taxonomy e-learning

shared by Catherine Strattner on 12 Jun 12 - No Cached
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
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  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • 4. ANALYSIS: This level is defined as the ability to break down material to identify its components and to analyze its organizational structure and content. E- Learning activities that focus on scaffolding thinking at this level includes those that guide students to identify different components of a particular object, to better appreciate the relationships between the parts. It requires students to identify different aspects of a process to appreciate the working principle behind the process.
  • guide students to arrive at a certain concept, rule, principle or method and use the concept, rule, principle or method in a workplace or simulated workplace environment.
  • require students to construct a new product from the components given or apply different aspects of their prior learning to put together a product.
  • require students to critic or review materials or ideas.
  • Catherine Strattner on 12 Jun 12
     
    This blog post outlinse different learning activities that address the different levels of Bloom's Taxonomy.
Lisa Martin

Levels of Processing - 0 views

www.simplypsychology.org/levelsofprocessing.html

processing knowledge internalization

shared by Lisa Martin on 03 Jun 12 - No Cached
  • We can process information in 3 ways: Shallow Processing - This takes two forms 1. Structural processing (appearance) which is when we encode only the physical qualities of something.  E.g. the typeface of a word or how the letters look. 2. Phonemic processing – which is when we encode its sound. Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information.  This is the only type of rehearsal to take place within the multi-store model. Deep Processing - This involves 3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning. Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.
  • Lisa Martin on 03 Jun 12
     
    Three levels of processing new information.
Victoria Keller

Process vs. Content: Teaching "How" vs. "What" | Autism, Asperger's & Beyond - 0 views

blogs.psychcentral.com/...s-content-teaching-how-vs-what

teaching content process

shared by Victoria Keller on 08 Jul 12 - No Cached
  • Victoria Keller on 08 Jul 12
     
    Yapko, D. (2010). Process vs. Content: Teaching "How" vs. "What". Psych Central. Retrieved on July 8, 2012, from http://blogs.psychcentral.com/autism-aspergers/2010/10/process-vs-content-teaching-how-vs-what/
Diana Cary

Educational Leadership:Teaching for Multiple Intelligences:Integrating Learning Styles ... - 0 views

www.ascd.org/...nd-Multiple-Intelligences.aspx

learning styles Multiple intelligences

shared by Diana Cary on 14 Jun 12 - No Cached
  • Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)
  • Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.
  • Student Choice: Assessment Products by Intelligence and Style
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  • In integrating these major theories of knowledge, we moved through three steps. First, we attempted to describe, for each of Gardner's intelligences, a set of four learning processes or abilities, one for each of the four learning styles. For linguistic intelligence, for example, the Mastery style represents the ability to use language to describe events and sequence activities; the Interpersonal style, the ability to use language to build trust and rapport; the Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-expressive style, the ability to use metaphoric and expressive language.
  • In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).
  • Learning styles are not fixed throughout life, but develop as a person learns and grows.
  • The following are some strengths of learning-style models
  • They tend to focus on how different individuals process information across many content areas.
  • They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.
  • They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.
  • Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.
  • Second, these models are sometimes less sensitive than they should be to the effects of context on learning.
  • Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.
  • But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.
  • The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential
  • Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other
  • diane hamilton on 14 Jun 12
     
    This article discusses integrating learning styles with multiple intelligences
Kelly Gorcica

Metacognition: An Overview - 1 views

gse.buffalo.edu/...metacog.htm

shared by Kelly Gorcica on 26 Jun 10 - Cached
  • Metacognitive experiences involve the use of metacognitive strategies or metacognitive regulation (Brown, 1987). Metacognitive strategies are sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goal (e.g., understanding a text) has been met. These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
  • Self-questioning is a common metacognitive comprehension monitoring strategy. If she finds that she cannot answer her own questions, or that she does not understand the material discussed, she must then determine what needs to be done to ensure that she meets the cognitive goal of understanding the text.
  • Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met. For example, a student may use knowledge in planning how to approach a math exam: "I know that I (person variable) have difficulty with word problems (task variable), so I will answer the computational problems first and save the word problems for last (strategy variable)." Simply possessing knowledge about one's cognitive strengths or weaknesses and the nature of the task without actively utilizing this information to oversee learning is not metacognitive.
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  • Cognitive Strategy Instruction (CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993). CSI is based on the assumption that there are identifiable cognitive strategies, previously believed to be utilized by only the best and the brightest students, which can be taught to most students (Halpern, 1996). Use of these strategies have been associated with successful learning (Borkowski, Carr, & Pressley, 1987; Garner, 1990).
  • Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies.
  • Metacognition and Cognitive Strategy Instruction
  • The study of metacognition has provided educational psychologists with insight about the cognitive processes involved in learning and what differentiates successful students from their less successful peers. It also holds several implications for instructional interventions, such as teaching students how to be more aware of their learning processes and products as well as how to regulate those processes for more effective learning.
  • Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
  • Kelly Gorcica on 06 Jun 13
     
    metacognition
Diane Gusa

Center of Learning: Summary - 0 views

www.intime.uni.edu/...principles.html

education learning process 21st student

shared by Diane Gusa on 27 Jun 11 - No Cached
  • The nature of the learning process: McCombs and Whisler (1997) defined the learning process as a natural one of pursuing personally meaningful goals.  This process is active, volitional, and internally mediated.
  • It is a process of discovering and constructing meaning from information and experience, filtered through each learner’s unique perceptions, thoughts, and feelings (p. 5
  • Motivational influences on learning: These influences reflect the importance of learner beliefs, values, interests, goals, expectations for success, and emotional states of mind in producing either positive or negative motivations to learn.
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  • The continuing impulse to learn  is characterized by "intense involvement, curiosity and a search for understanding as learners experience learning as a deeply personal and continuing agenda” (Oldfather, 1992, p. 8).
  • Thus a student-centered curriculum teaches each learner to select and sequence his own activities and materials (individualization); arranges for students to center on and teach each other (interaction); and interweaves all symbolized and symbolizing subjects so that the student can effectively synthesize knowledge structures in his own mind (integration). (Moffett & Wagner, 1992, p. 21)  
  • students develop a sense of their active roles as producers – not only consumers of knowledge. They perceive themselves as competent knowers and learners
rhondamatrix

Teaching Writing as Process | Institute for Writing and Rhetoric - 0 views

writing-speech.dartmouth.edu/...teaching-writing-process

teaching writing process

shared by rhondamatrix on 07 Jul 14 - No Cached
  • rhondamatrix on 07 Jul 14
     
    This article from Dartmouth College is a good introduction to the basic steps of the writing process, and jumps off to several links which get into the steps in more detail. The authors stress that each student's process is going to be a little different; writing a paper is not like following a recipe with precise steps.
Catherine Strattner

Schoolwide Enrichment Model - 0 views

www.gifted.uconn.edu/...semexec.html

Schoolwide Enrichment Model Gifted and Talented Critical Thinking

shared by Catherine Strattner on 03 Jun 12 - Cached
  • The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.
  • Catherine Strattner on 03 Jun 12
     
    This is an executive summary of Joseph Renzulli's Schoolwide Enrichment Model.
  • Catherine Strattner on 03 Jun 12
     
    If you are interested in gifted and talented education and/or teaching higher order thinking skills, this is a great model to explore.
Kristen Della

Learning Theory (wikipedia) - 0 views

en.wikipedia.org/...Learning_theory_(education)

Psychology education process cognitive emotional environmental learning behavior conceptual philosophical behaviorism cognitivim constructivim objectively

shared by Kristen Della on 05 Jun 11 - Cached
  • Kristen Della on 05 Jun 11
     
    In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
Diane Gusa

educational-origami - 21st Century Assessment - 0 views

edorigami.wikispaces.com/21st+Century+Assessment

21st_century century assessment module 5

shared by Diane Gusa on 27 Jul 11 - No Cached
  • 21st Century Assessments are focused on both the learning process and the assessment outcome.
  • 21st Century Assessments are focused on both the learning process and the assessment outcome.
  • 21st Century Assessments are focused on both the learning process and the assessment outcome.
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  • 21st Century Assessments are focused on both the learning process and the assessment outcome.
  • 21st Century Assessments are focused on both the learning process and the assessment outcome.
Diane Gusa

RESEARCH IN ONLINE LEARNING COMMUNITY - 0 views

www.ascilite.org.au/...chtu_frame.html

online community social presence learning

shared by Diane Gusa on 13 Jul 11 - No Cached
  • RESEARCH IN ONLINE LEARNING COMMUNITY
  • High Social PresenceLearning in an online learning community occurs as an active social process that is defined as: "the level of social presence depends upon social context, online communication, and interactivity (Tu & McIsaac, 2002)." Online social presence (Hiltz, 1998) is required to ensure the online interaction necessary to sustain community activity. Social presence is a critical factor that affects the online learning community. Gunawardena and Zittle (1997) found that social presence is the predictive of the satisfaction of online learners with their learning. Social presence, online learners' social relationships, tasks being engaged in (Tu & Corry, 2002b), communication styles and personal characteristics have impacts on online learning (Tu & McIsaac, 2001). Therefore, researchers concluded that to foster an ideal online learning community, one should increase and idealize the level of social presence
  • Computer-mediated communication democratizes the online learning environment (DiMatteo, 1990; Rheingold, 1993; Sproull & Kiesler, 1991a
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  • ..for anyone to become an information provider for others, thereby both democratizing information access and enabling new roles for network users. In the most successful online courses, students assume some of the roles that traditionally belong to the instructor" (p. 208).
  • Because of the blurred roles of students and teachers, more weight is placed on the learning process/experience than upon roles. In other words, both students and teachers, as learners, share their responsibilities in online learning. Morrison (1995) argued that the learning process is unbounded by time (when one learns), space (where one learns), mode (how one learns), pace (the rate at which one learns), level (the depth of learning) and role (with whom one learns). Therefore, it is not merely learner-centered; in fact, an online learning community is a learner-driven process. While the learning is in transition from teacher-centered to learner-driven, the focus which had emphasized the needs of organization, government, and institutional is moving to a focus on community-centered needs. This shift has made lifelong learning more important.
  • Effective learning occurs in active approaches that present learning as a social process that takes place through communication with others (Hiltz, 1998; Mead, 1934)
  • Social interaction is a key component in social learning according to Vygotsky's theory.
  • "The level of social presence depends upon social context, online communication, and interactivity. When the level of social presence is high, there is a potential that online learners will engage more interactively in online activities (Tu & McIsaac, 2002).
  • In a knowledge construction community, one should have the opportunity to make contributions that will enhance the total learning value of the community. L
  • Chih-Hsiung Tu
  • Diane Gusa on 13 Jul 11
     
    conference paper
Diane Gusa

ScienceDirect - Educational Research Review : Peer assessment for learning from a socia... - 0 views

www.sciencedirect.com/...S1747938X08000420

Peer assessment review variables social learning interpersonal influence

shared by Diane Gusa on 01 Jul 11 - No Cached
  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
  • Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
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  • . Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
  • Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole
  • Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed at enhancing the performance of each individual group member and/or the group as a whole.
  • although peer assessment is a social process, interpersonal variables have hardly been studied; more specifically, they were measured in only 4 out of 15 studies.
  • Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
abeukema

Assessment and Online Teaching - 0 views

ualbany.mrooms.net/...assessment.pdf

shared by abeukema on 08 Aug 14 - No Cached
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment plays an important part in the learning process"
    • Jessica M
      Jessica M on 08 Aug 14
       
      "When designing learning programs, the assessment criteria and assessment constraints are usually key determinants of the teaching and learning strategies chosen"
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment for online is underpinned by the same principles of validity, reliability, flexibility and fairness, and uses many of the same strategies used in traditional face-to-face teaching (Booth, Clayton, Hyde, Hartcher & Hungar 2002). What differs mostly is the context of the assessment, the interactions between assessor and those being assessed, and collection and administration processes."
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    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment plays an important part in the learning process"
  • abeukema on 10 Aug 14
     
    "pedagogy advocating 'alternative assessment' in which assessment is integrated with learning process es and real - life performance as opposed to display of 'inert knowledge'."
Heather Kurto

Zimmerman-Becoming-a-self-regulated-learner.pdf - 0 views

commonsenseatheism.com/...g-a-self-regulated-learner.pdf

shared by Heather Kurto on 02 Jun 13 - No Cached
  • Heather Kurto on 02 Jun 13
     
    What is the process of self-regulated learning and how does learning this process impact students?
Diana Cary

Facilitating Interaction in Computer Mediated Online Courses - 0 views

repository.maestra.net/...Facilitating%20Interaction.htm

control online courses

shared by Diana Cary on 02 Jul 13 - No Cached
  • In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
  • The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
  • Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
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  • control
  • From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
  • Students become complex problem-solvers rather than just memorizers of facts
  • Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
  • Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
  • Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
  • From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
  • From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
  • From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
  • More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
  • Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
alexandra m. pickett

http://igitur-archive.library.uu.nl/ivlos/2006-1216-204736/pol - the affordance of anch... - 0 views

igitur-archive.library.uu.nl/...of%20anchored%20discussion.pdf

anchored-discussion discussion diigo-annotated-achored-discussion

shared by alexandra m. pickett on 22 Jul 12 - No Cached
  • Catherine Strattner on 22 Jul 12
     
    Describes anchored discussion. Compares regular discussion with anchored discussion.
  • alexandra m. pickett on 22 Jul 12
     
    Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.
Lauren D

John Dewey's Theories of Education - 0 views

www.marxists.org/...x03.htm

education learning Andragogy pedagogy dewey philosophers theories of education

shared by Lauren D on 11 Jun 12 - Cached
  • Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
  • “The actual interests of the child must be discovered if the significance and worth of his life is to be taken into account and full development achieved. Each subject must fulfill present needs of growing children . . . The business of education is not, for the presumable usefulness of his future, to rob the child of the intrinsic joy of childhood involved in living each single day,”
  • The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, water comes from the faucet.
  • Lauren D on 11 Jun 12
     
    Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
dkiesel

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views

technologysource.org/..._surpasses_facetoface_learning

shared by dkiesel on 01 Jun 12 - No Cached
  • Students are empowered to learn on their own and even to teach one another.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      Students are made accountable for their own education and are able to reflect on what they are learning.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
  • Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
  • ...27 more annotations...
  • On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
  • They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      Bodes well for gobalization of education, especially when supported by language conversion apps.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
  • thrilled
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is indeed the perfect verb for this experience!
  • The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
  • the best way to teach students how to write more effectively is to have them write more often.
    • Erin Fontaine
      Erin Fontaine on 02 Jun 12
       
      One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
    • Amy M
      Amy M on 04 Jun 12
       
      This is a huge factor is accessibility for adult-learners.
  • Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
    • Amy M
      Amy M on 04 Jun 12
       
      I wonder what the limit on class size is for an online course to feel "intimate."
  • In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
  • . Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      How do we make the jump and empower students to actually take on the role as a teacher?
  • explain, share, comment upon, critique
  • explain, share, comment upon, critique
  • unresearched responses in the limited time
  • unresearched responses
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
    • sherrilattimer
      sherrilattimer on 02 Jun 14
       
      There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
  • can refer to their course materials and think through their answers
    • efleonhardt
      efleonhardt on 31 May 14
       
      I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
  • However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
  • On average, online courses are far more writing-intensive than traditional classes have ever been.
  • he first response that comes to mind rather than the best possible response
    • George Dale
      George Dale on 02 Jun 14
       
      and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
  • Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
  • Geared to lifelong learning
    • George Dale
      George Dale on 02 Jun 14
       
      While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
  • as a result of the relative anonymity
    • George Dale
      George Dale on 03 Jun 14
       
      It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
  • online education can be done well,
    • George Dale
      George Dale on 03 Jun 14
       
      It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
    • Arnaldo Robles
      Arnaldo Robles on 04 Jun 14
       
      I can see this serving as a useful tool for writing activities!
  • In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
    • Arnaldo Robles
      Arnaldo Robles on 15 Jun 14
       
      I like this!
  • develop course materials among themselves in a manner rarely seen in the F2F classroom.
    • dkiesel
      dkiesel on 17 Jun 14
       
      In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session.  But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something. 
  • Erin Fontaine on 01 Jun 12
     
    Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
Diane Gusa

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

projects.coe.uga.edu/...index.php

shared by Diane Gusa on 28 Jun 10 - Cached
  • The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
  • The ‘more knowledgeable other’, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Learning is a process, and scaffolding supports that process
  • Joy Quah Yien-ling on 28 Jun 10
     
    Fading is a key component of instructional scaffolding.
alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
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