Citation of evidence” and“analysis” are malleable activities, and this mal-leability provides opportunities for educators tocurve them to include a stronger critical literacycomponent.
Group items tagged
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Fearless Writing (a book by Tom Romano) - 2 views
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This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model? -
Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn. -
Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
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shared by lkryder on 20 Jun 14
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Sherry Turkle: Connected, but alone? | Talk Video | TED.com - 1 views
www.ted.com/...sherry_turkle_alone_together
connection connected video isolation psychology communication technology solitude
shared by lkryder on 20 Jun 14
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So busy communicating and being connected that we don't have time to think... solitude is necessary to know ourselves and to not be lonely when we don't have technology to connect on deman -
Professor Turkle's work has resonated with since 2010, when I saw her in the PBS Frontline episode Digital Nation. She is at the forefront of research documenting the social and psychological costs of being connected 24/7. Thanks for linking the TED talk.
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Critical Literacy, Digital Literacies, and Common Core State Standards: A Workable Union? - 0 views
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Analyze a complex set of ideas or sequenceof events and explain how specific individuals,ideas, or events interact and develop over thecourse of the text
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(d)emonstrate command of technology, includ-ing the Internet, to produce, publish, and updatework in response to ongoing feedback, includingfresh arguments or new information
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Cite strong and thorough textual evidenceto support analysis of what the text saysexplicitly as well as inferences drawn fromthe text, including determining where the textleaves matters uncertain
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Analyze and evaluate the effectiveness ofthe structure an author uses in his or herexposition or argument, including whether thestructure makes points clear, convincing, andengaging
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Determine an author’s point of view or pur-pose in a text in which the rhetoric is partic-ularly effective, analyzing how style and con-tent contribute to the power, persuasiveness,or beauty of the text.
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Evaluation of Evidence-Based Practices in Online Learning - 3 views
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This report, published in 2009, is a very comprehensive meta-analysis and review of online learning studies commissioned by the U.S. Department of Education Office of Planning, Evaluation, and Policy Development. -
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The Education Podcast Network | A Landmark Project - 1 views
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In the purest form of the term, Podcasts are published as RSS feeds (most blogging software features RSS feed generation). Listeners are notified of new programs by their aggregators, which then download the programs and then transfer them to the listener's MP3 audio player, such as an iPod.
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Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
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Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
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results—results frequently unattainable in a command-and-control management setting
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the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
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But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
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development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
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materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
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. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
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Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
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transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
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are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
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This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
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In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
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Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
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To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
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emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
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The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
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TechTiger's Weblog - 0 views
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"Uncanny" may be a feeling that most of the parents of students in my online course may be feeling as they support their child in taking an online class. - ...5 more comments...
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Some of the students in my online course may identify with the character TechTiger. Being part of the millennial generation, they may feel misunderstood by their parents and teachers.
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According to Michael Wesch, 112.8 million blogs have been created over the last five years. Anyone could be a published writer!
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Click on Kanying's name. We are familiar with blogs and journaling, however it is amazing to see a blog that is written in a different language. It is even more amazing to think about the 112.8 million blogs that are created and how many of them are in foreign languages. If we were cultural anthropologists, what could we learn from viewing these diverse digital journals?
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This is a common misconception for parents. They think that because their child is working on a computer it is unconstructive. In some ways their theory is true, especially if their child is not taught how to constructively use the computer as a learning tool. How do we instill in our children and students that the computer is a powerful learning tool?
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These are just a few things students could do using a web blog. What if they were instructed on how to use this technology based environment in an educational setting? The child's learning possibilities would soar.
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Parents, teachers, and administrators need to be instructed on how to create meaningful learning activities using new technology such as the computer. Students are longing for this kind of authentic and meaningful learning. What is the purpose of school if students are not presented with critical thinking and problem solving activities that bring them to a higher level of thinking and learning?
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The resource I would like to add for the MERLOT project is actually a resource that I submitted to MERLOT back in April. The resource is a blog/power point presentation that is designed to be a resource for parents. The information in this power point presentation comes from Victoria Carrington's article "The Uncanny: Digital Texts and Literacy". The power point presentation is designed in an easy to read story book format which tells of a modern day child named "TechTiger" who changes the perspective of his parents, teachers, and other in the older "uncanny" generation due to his media literacy and experiences with contemporary culture. I will incorporate this resource into my online course by adding it to my parent corner. Since my Life Cycle course is intended for a third grade audience, I have designed an area for parents so that they are aware of what their child is learning in this course as well as ways they could enrich their child outside of my course on topics they are learning. Some parents who have their child enrolled in my online course may be "uncanny" to media literacy and have some of the concerns that are addressed in the resource TechTiger's Space. The resource TechTiger's Space may put into perspective some parent's fears with technology as well as the added benefits to put their minds at ease and support their child's online learning experience.
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Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 0 views
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Principle 1: Good Practice Encourages Student-Faculty Contact
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Our SLN research shows that the highest predictor of satisfaction with online instruction among online students is the quantity and quality of interaction with the online instructor. How would you move that research finding into practice in your own online course? How do you see that understanding expressed in our course ETAP 687?
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Principle 2: Good Practice Encourages Cooperation Among Students
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The second highest predictor that we have found in our SLN research of satisfaction and high levels of reported learning among online students is the quantity and quality of interaction between students. Knowing that, what implications might that have in the design of online activities in your online course?
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The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.
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5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views
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helping communicate to students how much time and energy you and your institution expect them to invest in their work
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the ability to store work and work-in-process on the school's network
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ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
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With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
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availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
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“capturing students’ beer time
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streaming video versions of all lectures
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our approach to students is to encourage students to do what works for them (but to be sure to do it!)
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Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
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Hot links to articles and other readings
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E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
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Searching for journal articles using electronic bibliographic databases has been a major time saver for students
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electronic reserves at the library
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Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
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"2 hours outside to 1 hour in class
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Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
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Going 'paperless" has saved me much time on task
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publisher of one of our texts provides a tutorial CD and website as well as online course support
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shared by Kristen Della on 26 May 11
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Jean Piaget - 0 views
www.learningandteaching.info/...piaget.htm
Jean Piaget biology science psychologist children development observation
shared by Kristen Della on 26 May 11
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Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set.
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Tenured Faculty Less Likely to Focus on Teaching - 0 views
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Researchers found that the few who focus primarily on teaching tend to share certain characteristics - including teaching without tenure.
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A recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
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Nevertheless, academic culture seems to prioritize research over teaching. Graduate assistants teaching undergraduate classrooms with hundreds of students and infamous practices like 'publish or perish' all point to a system designed to sacrifice quality instruction for research pursuits. As Boyer argued back in 1990, academia and its students would be better served by treating instruction as an equally valuable pursuit.
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recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
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Boyer called for a revision of academic priorities, suggesting that the study of teaching methods should be as valuable as the pursuit of knowledge and the generation and testing of new theory.
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shared by Diane Gusa on 11 Aug 11
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My teacher . . . the computer? « InterACT - 0 views
accomplishedcaliforniateachers.wordpress.com/...my-teacher-the-computer
education technology assignment db5
shared by Diane Gusa on 11 Aug 11
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A group blog from Accomplished California Teachers: Classroom expertise for better education policy. Home About ACT ACT Publications Blogger Bios My teacher . . . the computer?
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“One of [a successful student's] key skills in school is his ability to bond with teachers. We’ve spent a generation trying to reorganize schools to make them better, but the truth is that people learn from the people they love.”
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computers and technology cannot replace the ability of skillful teachers to develop a young student’s ability to think critically, be innovative, and believe in the potential that he or she possess. A computer will never be able to provide a safe environment for a child seeking stability and support.
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students who face incredible challenges and confront tremendous obstacles.
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providing guidance, a passion for learning, an understanding of what is necessary to move a student to the next level of inquiry and excellence, and an unwavering belief in each student’s potential – that will continue to make the ultimate difference.
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MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short... - 0 views
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different writers have addressed issues of plot, character, place and theme
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devoted to workshops of original student stories.
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This is really a great idea and one that I will keep in mind as my course evolves. I really enjoy writing myself and watching students write creatively, so this might be something I'd want to incorporate into my course eventually.
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Reading the stories and articles as assigned and participating in discussion of these works is the center of our exploration.
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The discussions in the online environment are the heart of the course learning activities.
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We shall workshop stories by both professional writers
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your journal
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The requirements to receive an A are harder to quantify, but they include more sophistication and grace in the writing, lively storytelling, and prose that approaches publishable quality.
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Seems a little vague...perhaps a rubic would help students to understand how to get the "A"
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ISETL : International Society for Exploring Teaching and Learning - 0 views
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Presentation Objectives are to: 1) Educate faculty on the pedagogical uses of avatars in the online classroom, 2)Provide an opportunity for participants to practice developing their own avatar and 3)Promote interest and improve confidence in using avatars as part of established learning activities and spark generation of new ideas. Presentation Audience: Faculty who desire to see improvement in the richness of their students’ online experiences will find this presentation interesting and beneficial. Faculty who have never considered using or developed their own avatars will find practical assistance. Presentation Activities: In this highly interactive session, participants with laptop computers will have the opportunity to create and publish an avatar, which can be posted on their faculty webpage or other Web 2.0 forum. The facilitator will also present avatars developed by undergraduate students as part of a class project and will invite participants to generate ways that they can use this medium in own classrooms. Description: Avatars have typically been associated with gaming, recreation and entertainment, and most recently were the central characters in a hugely successful blockbuster movie. Their use in learning environments is much less popular, although it is growing. A central definition has not emerged, although the following are generally accepted: “a digital representation
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Online instructors lament some of the same problems expressed by their students, not the least of which is the feeling of disconnection in the learning environmen
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The social presence created by avatars may diminish some of these negative factors
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Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41-56
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Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer? British Journal of Educational Technology, 41(1), 108-122.
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Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views
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Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
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a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
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“deliberate practice,
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These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
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ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
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Myers-Briggs Type Indicator - Wikipedia, the free encyclopedia - 0 views
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From Wikipedia, the free encyclopedia The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions.[1]:1 These preferences were extrapolated from the typological theories proposed by Carl Gustav Jung and first published in his 1921 book Psychological Types (English edition, 1923).[2] The original developers of the personality inventory were Katharine Cook Briggs and her daughter, Isabel Briggs Myers.
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Digital Stories of Deep Learning - 0 views
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As the Stanford Learning Technologies group has evolved the technology to support its research project on "folio thinking," researcher Helen Chen reports that they are beginning to use blog or "wiki" software to support students' reflections. David Tosh and Ben Werdmuller of The University of Edinburgh have published a paper online (PDF) entitled, "ePortfolios and weblogs: one vision for ePortfolio development."
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Janice McDrury and Maxine Alterio (2002), two educators from "down under" have written a book called Learning through Storytelling in Higher Educatio
Stylus/Stylus Publishing - Thinking About Teaching and Learning: Developing Habits of L... - 1 views
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Flow Theory | Education.com - 0 views
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ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
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when individuals find the activities challenging
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o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
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have the skills to accomplish them
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Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
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not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
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eachers must provide optimal challenge and support for competence (or skill)
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(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
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talks about the relationship between flow and the zone of proximal development -
This article has a good definition of flow and explains how it can be applied in your classroom