Skip to main content

Home/ ETAP640/ Group items tagged processing

Rss Feed Group items tagged

Gary Bedenharn

https://www.msu.edu/~mannandr/documents/analysistechinnovation.pdf - 0 views

  •  
    Online Word Processing Applications for  Collaboration, Peer Editing, and Teacher Review.  
Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

  •  
    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
Irene Watts-Politza

Disconnect: Common Core, Content, and Context | 21st Century Collaborative - 0 views

  • Maybe it is because standardization in some ways is demeaning to educators. They should be the designers of learning and orchestrators of creative curriculum implementation and student ownership of learning.
    • Irene Watts-Politza
       
      When faculty develop their own courses it promotes autonomy and independence. The disconnect between SLOs and course development has already been discovered b at least one coursemate (Joan).
  • Testing data should be used by students themselves to improve learning choices and reflect upon the learning experience.
  • In my mind the problem with State and National tests is they support a belief that we can create a standardization of the learning process. Standardization of learning is what I am against. The belief that somehow it is possible to standardize thinking, knowledge construction, aha moments, innovation, learning, creativity, and even teachers themselves.
    • Irene Watts-Politza
       
      Many of these educational aspects fall within the development domain of online teching and learning.
  • ...3 more annotations...
  • Teachers become part of the learning process. They bring the expertise in the art of learning, metacognition, research, and pedagogy. Their role should be to model best practice, to coach, facilitate, organize, ask good questions, negotiate learning contracts and to provide a safe, intriguing environment for learning.
  • If projects were crowdsourced out to student/teacher networks, other classes could join in and build and learn together.
    • Irene Watts-Politza
       
      Wow! Is this what is known as scalability?
  • The teacher could operate in the role of curator and bring in important content and resources he/she felt added to the understanding and expertise of the student designers. Technology would have an important role to play, but quietly in the background supporting the learning.
    • Irene Watts-Politza
       
      It seems there is growing consensus that technology is learner-selected in order to support content learning. Use of technology for the sake of use of technology is not valuable.
alexandra m. pickett

Learning Reflections - Just another Edublogs.org site - 0 views

  • I think I’ll hang around another week.
    • alexandra m. pickett
       
      glad to hear that !! : )
  • talking with the professor and maximizing perception of student to access instructor are small things I can do to enhance the course and student satisfaction.
  • I honestly have to say that this is an ongoing process because I learn something new every day that cause me to reevaluate things.
  • ...8 more annotations...
  • I have also learned to be Open about to suggestions and change.  Why? Because I know that learning is a lifelong process.  Continuous learning and education has long since been a part of the social work field. 
  • habit
  • I have to squeeze a lot of material into an online course
  • doing it
    • alexandra m. pickett
       
      don't forget to self assess!
  • intent
    • alexandra m. pickett
       
      don't forget to self assess!
  • Thinking back on my experiences, I can say that I developed a support system and friendships through working with classmates in online classes, but before this class, I never realized that may have been the
  • How do I know this?  Because I just told you that I did. AND I did it verbatim from memory—that’s how I know.  How else do I know that I learned this?
  • I have been changed in many ways, particularly in how I think, how I will teach, how and what I will study in the future.  I was a proponent of online learning before I took this course, I am a greater fan now that I understand the flip side of the equation.  I love the course I built and want to keep working on it and improve on it so when I am ready (in the near future) I can teach it.  I still do not think that I am quite ready to teach—there are a few things I need to work on. However, I am confident that I will be ready relatively soon.  I feel confident and empowered!!!
Catherine Strattner

Defining Critical Thinking - 0 views

  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
  • Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
  • ...1 more annotation...
  • Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.  People who think critically consistently attempt to live rationally, reasonably, empathically.   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.  They strive to diminish the power of their egocentric and sociocentric tendencies.  They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.  They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.  They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.   At the same time, they recognize the complexities often inherent in doing so.  They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.  They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.  They embody the Socratic principle:  The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007
  •  
    Different ways to conceptualize a definition for critical thinking.
Maria Guadron

Learning as transformation: critical perspectives on a theory in progress - Jack Meziro... - 0 views

  •  
    ""Provocative and illuminating, this book is a must read for adult educators seeking to understand and facilitate transformational learning. It showcases a stellar group of authors who not only engage each other and the reader in constructive discourse, but who also model the heart of the transformational learning process.""
Maria Guadron

EEE: News & Events: Article: Transformative Learning Theory - 0 views

  •  
    "Transformative learning was introduced by Mezirow (1997) as a change process that transforms frames of reference (Imel, 1998). "
Maria Guadron

Isaac, 1993, p. 25 - 0 views

  •  
    Dialogue, defined as "a sustained collective inquiry into the processes, assumptions and certainties that compose everyday experience" (Isaac, 1993, p. 25) facilitates inquiry.
Joan McCabe

Fostering Communities of Learning in Two Portuguese Pre-School Classrooms Applying the ... - 0 views

  •  
    "This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).
Lauren D

Benefits of Peer-Based Learning.pdf (application/pdf Object) - 0 views

  •  
    Forums, online communities, and professional networks are these new learning environments, where people find and share information, collaborate and learn on demand. A significant challenge is to motivate people to participate in the knowledge-sharing and learning process. Especially in peer-based learning environments, where learning depends on the effort of all participants, it is essential to provide enough incentives to participate and share information with others." Implementing systems fostering trust through reputation can enhance the learning effectiveness, and provide alternatives for the traditional pedagogical approaches still in place in current e-learning courses. Formal education could profit from such new learning environments adopting these pedagogical approaches and related technical systems."
diane hamilton

183314.pdf (application/pdf Object) - 0 views

  •  
    checklist of pieces to include for the process of designing an entire course
diane hamilton

Best Practices in Designing Online Courses - 1 views

  •  
    A checklist of sorts for the process of designing online and ensuring that you address the majority of things needed - links to examples for everything!
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • ...19 more annotations...
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  •  
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
William Meredith

Online Learning - Student-Centered Learning - 0 views

  • These are true benefits of a student-centered learning environment. Learners who really want to learn flourish in this environment, while those that are in classes for other reasons (parents sent them to college, or they had nothing else to do so came to school) will not fare as well.
  • Open-ended, student-centered environments properly designed to support learners allow them the best opportunity to succeed. It also gives them the prospect of finding something they want to learn more about--serendipity. As learning progresses, students are allowed to assess their progress and learning needs, to adjust the learning as necessary.
  • To be effective, learning must be meaningful to the student. Otherwise, the instructor's time in creating the environment and assignments, and the student's time in taking the course, are both wasted.
  • ...3 more annotations...
  • In the online course, the learner must direct his or her learning process, since the instructor is not standing next to the student telling him or her what to do next.
  • Online Learning - Student-Centered Learning
  • Benefits of student-centered learning environments include dynamic and constantly evolving learning through activities that focus on underlying cognitive processes which are based in relevant contexts.
  •  
    Why focus on student-centered learning?
Maria Guadron

TEAL Center Fact Sheet No. 6: Student-Centered Learning | Teaching Excellence in Adult ... - 0 views

  •  
    "Instructional strategies and methods are used to Manage time in flexible ways to match learner needs. Include learning activities that are personally relevant to learners. Give learners increasing responsibility for the learning process. Provide questions and tasks that stimulate learners' thinking beyond rote memorization. Help learners refine their understanding by using critical thinking skills. Support learners in developing and using effective learning strategies for each task. Include peer learning and peer teaching as part of the instructional method. "
diane hamilton

The Jigsaw Classroom: Overview of the Technique - 1 views

  •  
    description of jigsaw process to small group collaborative learning
Irene Watts-Politza

Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views

  • We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
    • Irene Watts-Politza
       
      Go, Dr. Pickett!
  • issues of pedagogy, dialogue, and interaction
  • guide the coding of transcripts.
  • ...22 more annotations...
  • Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
  • Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
  • Shea, Pickett, & Pelz , 2004
  • Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
  • students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
  • Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
  • Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
  • Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
  • Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
  • Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
    • Irene Watts-Politza
       
      Agreed.
  • Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
  • The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
  • the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
  • something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
  • Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
  • we suggest that students’ perceived learning in course forums has a significant impact on their participation
  • the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
  • (Anderson et al., 2001).
  • Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
  • Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591  subscribers Select Language​▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
  • One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
  • encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
Amy M

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views

shared by Amy M on 05 Jun 12 - Cached
  • A massive open online course (MOOC) is a potential byproduct of open teaching and learnin
  • Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
  • The community-as-curriculum model invert
  • ...2 more annotations...
  • the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.7
  • Roles of Educators in Online Courses
  •  
    A research article about best practices in open education
Catherine Strattner

Characteristics of the Successful Online Student - 1 views

  • Accept critical thinking and decision making as part of the learning process.  The learning process requires you to make decisions based on facts as well as experience. Assimilating information and executing the right decisions requires critical thought.
  •  
    List of important aspects for students of online courses
  •  
    Important characteristics necessary to successful online learning.
« First ‹ Previous 61 - 80 of 295 Next › Last »
Showing 20 items per page