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Gary Bedenharn

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

www.bk.psu.edu/...Hillman_TLI_report.pdf

online quizzes

shared by Gary Bedenharn on 15 Jul 12 - No Cached
  • Gary Bedenharn on 15 Jul 12
     
    Positive impact on students taking online quizzes. They were using Angel network to be assessed.
lkryder

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping - 0 views

www.sciencemag.org.libproxy.albany.edu/...772.full

retrieval practice learning studying concept mapping

shared by lkryder on 10 Jun 14 - No Cached
  • Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
  • lkryder on 10 Jun 14
     
    Results of study on quizzing vs concept mapping - new information about "practice retrieval" and learning
  • lkryder on 10 Jun 14
     
    This is the study that explores the results of "practice retrieval" by administering quizzes after new information is introduced, and how that compares to student results of those who used concept mapping instead.
rhondamatrix

'Which (blank) are you?' Online personality quizzes go viral on social medi...: Univers... - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...detail

e-learning

shared by rhondamatrix on 19 Jun 14 - No Cached
  • rhondamatrix on 19 Jun 14
     
    I am trying to find research (if it exists) on the academic value of online personality quizzes. This article, which appeared in several Canadian newspapers, discusses what is so compelling about this social media trend.
  • rhondamatrix on 19 Jun 14
     
    I am curious, can you folks read this article? I am posting the link as it appeared in the SUNY Albany library, and since we are SUNY Albany students, it should work, right? A couple of folks said so on the discussion board ...
alexandra m. pickett

Learning Online Learning - 2 views

shoubang.edublogs.org

shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
Robert Braathe

Breeze Presenter: Creating Online Quizzes and Questions - 0 views

livedocs.adobe.com/...wwhelp.htm

breeze macromedia online testing

shared by Robert Braathe on 20 Jun 08 - Cached
  • Robert Braathe on 20 Jun 08
     
    How to create online exams/quizzes using Breeze
rhondamatrix

Which BLANK Are You? Quiz Creator - 0 views

www.whichblankareyou.com

e-learning

shared by rhondamatrix on 19 Jun 14 - No Cached
  • rhondamatrix on 19 Jun 14
     
    This is a tool I found to design your own personality quiz, like the Buzzfeed quizzes we see on Facebook. I'd like to try this out!
  • rhondamatrix on 19 Jun 14
     
    This personality quiz tool is one I'd like to try using as an icebreaker in my "The World of Dr. Seuss" course.
lkryder

Moodle - Creating a Quiz - 0 views

kb.wisc.edu/...page.php

quiz moodle how to adaptive creating quiz

shared by lkryder on 20 Jul 14 - No Cached
  •  In “Adaptive mode” under Question behavior-- "How questions behave" drop down menu, students can immediately submit an answer to an individual question, receive feedback, and attempt it again if they answered it incorrectly. Incorrect answers will receive a penalty determined by the “Penalty factor” that you specify in each question’s settings.
    • lkryder
      lkryder on 20 Jul 14
       
      Here is a great way to include formative assessment and student feedback loops adaptively in the online course
  • Here you may select the group mode for the quiz and if the quiz is visible to students right away.  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • ...6 more annotations...
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  •  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • Make sure that one of the “Overall feedback” boxes in the “Review options” settings is checked if you want students to see overall feedback.
  •  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  •  Common Module Settings: Here you may select the group mode for the quiz and if the quiz is visible to students right away.  An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes.
  • An ID number for the activity may also be entered.  This number will be used as a way to identify the quiz for grade calculating purposes. 13. Restrict Access: Access to the quiz can be restricted to only a certain time period here.  Also a grade requirement from another activity may be set.
  • lkryder on 20 Jul 14
     
    Item 7 in this list of quiz creation steps has a good explanataion of how to use the adaptive aspect of the quizzing tool with the "penalty factor"
Celeste Sisson

EBSCOhost: Upside down and inside out: Flip Your Classroom to Improve Student Learning - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

shared by Celeste Sisson on 08 Jun 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Faulkner  welcomes the students and talks about  the day's task as he puts a couple of  key problems on the electronic whiteboard to check for understanding on  last night's video lesson.
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      . If several students are  stuck on a problem, he might work  through more examples on the board  at the front of the class. And, just to  be sure, there are daily spot quizzes,  often using clickers so the students  and teacher get immediate results.
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      create a Moodle  site for each course. It soon became  clear that they'd have to create their  own video lessons rather than relying on prepackaged web courses or  lessons. Once the district agreed to  unblock YouTube, they embedded  the video lessons in each course site. 
  • ...2 more annotations...
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Classroom management was another challenge, says 20-year veteran  teacher Rob Warneke: "Kids need to  be trained and guided to stay on task,  work collaboratively, solve their own  problems, be disciplined," he says.  "This is harder than making everyone  be quiet during a lecture. Thinking  and learning can be quite noisy!"
    • Celeste Sisson
      Celeste Sisson on 08 Jun 13
       
      Students with no internet  connection can get the lessons on a  jump drive or CD.
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.
rhondamatrix

Market Your Brand, Create Personality Quizzes - 0 views

www.whichblankareyou.com/T_Marketing.jsp

e-learning

shared by rhondamatrix on 19 Jun 14 - No Cached
  • rhondamatrix on 19 Jun 14
     
    I suspect that to actually use this "make your own personality quiz" application, there will be money involved, but I thought it was worth checking out anyway...
  • rhondamatrix on 19 Jun 14
     
    After listening to Prof. Pickett's presentation and thinking about effective icebreakers, I thought I'd really like to learn how to make a Buzzfeed-style personality quiz. This website might do the trick.
efleonhardt

elearn Magazine: Transition from Tradition: 9 Tips for successfully moving your face-to... - 1 views

elearnmag.acm.org/featured.cfm

teaching transition online_facilitation

shared by efleonhardt on 13 Jun 14 - No Cached
  • Try and make similar assignments as regular as possible, but don't try and fill up every day.
  • erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.
  • Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.
  • ...5 more annotations...
  • reate assignments that are challenging yet relevant to them
  • give it early and often
  • As the first activity in your course, create a short orientation video using one of the programs mentioned above to show them how and where to find materials, calendars, quizzes, assignments, discussion boards, e-mail, announcements, drop boxes, etc.
  • Create a mandatory orientation module that has your syllabus, orientation video, and short exercises that let them practice turning in assignments, similar to what they'll see later down the road
  • . Let students help each other out
lkryder

Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views

www.dreambox.com/adaptive-learning

learning Adaptive ZPD

shared by lkryder on 02 Jul 14 - No Cached
  • Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
    • lkryder
      lkryder on 02 Jul 14
       
      This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
  • lkryder on 02 Jul 14
     
    This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.
lkryder

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html

tests quizzes assessment brain based learning constructivism knowledge studying nytimes

shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
efleonhardt

Edmodo | Home - 1 views

www.edmodo.com/home

Edmodo education school teaching

shared by efleonhardt on 30 May 14 - No Cached
  • efleonhardt on 30 May 14
     
    Free online message board. Students are able to take quizzes, get homework assignments and communicate with their teachers online!
lkryder

Moodle.net - 0 views

moodle.net

Moodle courses resources OER

shared by lkryder on 28 Jun 14 - No Cached
  • other content (such as quizzes, database and glossary entries) you can import into your own courses
  • lkryder on 28 Jun 14
     
    This site has Open Education Resources such as preconfigured Moodle structures - activities or entire courses - from the Moodle community.
lkryder

How to Prepare Better Multiple Choice Test Items - 0 views

testing.byu.edu/...betteritems.pdf

tests questions quizzes

shared by lkryder on 03 Jul 14 - No Cached
  • lkryder on 03 Jul 14
     
    From Brigham Young.
lkryder

Moodle in English: Creating a quiz object with hotspots on an image--Moodle 2.4 - 0 views

moodle.org/...discuss.php

images in quizzes hotspots plugins quiz questoins objects

shared by lkryder on 12 Jul 14 - No Cached
  • lkryder on 12 Jul 14
     
    How to use a Moodle plugin to create image based questions with "hot spots" - perhaps others in the class besides me would be interested in these tools and there is a nice video tutorial supplied in one of the replies
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