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lkryder

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views

ideas.time.com/...the-protege-effect

teaching teachable agents technology

shared by lkryder on 21 Jul 14 - No Cached
  • Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
    • lkryder
      lkryder on 21 Jul 14
       
      Nachas is a word used in gaming as mentoring, teaching presence from players is common
  • On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
  • A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
  • ...1 more annotation...
  • The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
  • lkryder on 21 Jul 14
     
    Protege effect and some interesting information on "teachable agent"
  • lkryder on 21 Jul 14
     
    interesting to think of the technology as the component the student teaches, rather than as the teaching/teacher presence
Irene Watts-Politza

Reflections on Online Teaching - Diane Hamilton - 3 views

dianehamilton.edublogs.org

shared by Irene Watts-Politza on 27 May 12 - No Cached
  • maybe even a little less nervous. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 12
       
      you are doing a great job so far! : )
    • diane hamilton
      diane hamilton on 27 May 12
       
      Thanks!
  • The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
  • I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
  • ...9 more annotations...
  • (even caused me to consider dropping
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am so glad you didn't : )
  • conversational tone she is requesting we use.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
    • diane hamilton
      diane hamilton on 27 Jun 12
       
      Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
  • I keep trying to understand why it’s been repeated
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
  • Maybe that’s the point.  Maybe I don’t need to know everything well, just the things I need in the moment. 
  • I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings.  There is a QUEST in every QUESTion!
  • It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Great screencast, Diane! What a wonderful way to add social presence and direct instruction
    • diane hamilton
      diane hamilton on 29 Jul 12
       
      Thanks!
    • Catherine Strattner
      Catherine Strattner on 30 Jul 12
       
      I would like to echo Maria! Thinking about doing this in my course as well- thank you for the inspiration!
    • Lauren D
      Lauren D on 31 Jul 12
       
      Great idea with the screencast!
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Interesting....
Joan Erickson

The Technology Source Archives - Online Drop Rates Revisited - 0 views

technologysource.org/...online_drop_rates_revisited

shared by Joan Erickson on 07 Jul 10 - Cached
  • severe drop rates and attrition in online classes
  • higher
  • Online students are generally older
  • ...5 more annotations...
  • GPA
  • successful online students exhibited a higher average GPA prior to enrollment in the online course (avg. GPA = 3.02) than unsuccessful students (avg. GPA = 2.25).
  • Learning styles
  • then teachers should consider altering their instructional methods as one means of preventing drops
  • Successful students' independent styles of learning were significantly, negatively related (p < .01) to their collaborative and dependent learning styles. That is, their preference for independence was not tied to needs for external structure and guidance from their teacher or a need to collaborate with their classmates.
  • Joan Erickson on 07 Jul 10
     
    comparison of online and f2f drop rates, use search keywords "David P. Diaz", or "Online Drop Rates Revisited"
Melissa Pietricola

Today's Middle Schools Combining Education with Life Experiences - 0 views

www.odu.edu/...TodaysMS.html

cooperative collaborative student-centered positive learning environment

shared by Melissa Pietricola on 12 Jun 10 - Cached
  • most successful middle schools recognize learner diversity,
  • promote a positive school environment
  • collaboration among students and educators, promotes harmony and interpersonal relations among students, and reflects positive communication. Teachers and students listen with empathy and support others in a positive manner.
  • ...1 more annotation...
  • ith the elimination of the “students vs. educators” mentality, middle school students perceive the harmonious relationships in the school and see less of a need to engage in hostile and confrontational behaviors.
  • Melissa Pietricola on 12 Jun 10
     
    Elements of a successful middle school
Joan Erickson

Online Teaching Activity Index : Socratic Dialogue - 0 views

www.ion.uillinois.edu/...Socratic.asp

shared by Joan Erickson on 26 Jun 10 - Cached
  • Begin with a question that is concrete and based on concrete experience that the students can all relate to. Students need the prerequisite knowledge for the discussion to begin or the discussion can initially devolve into an explanation of required preknowledge. Through response, students verify their understanding of the question. Students provide possible answers or resolutions to the question. Often the answers should draw on personal experience. Subsidiary questions are explored based upon responses.
  • primary assessment involves the quality of the discussion
  • There is a danger of the instructor dominating the discussion
  • ...1 more annotation...
  • The Socratic method is a highly active learning strategy. Assessment should include participation
  • Joan Erickson on 26 Jun 10
     
    socratic dialogue lesson plan
Joy Quah Yien-ling

More: Malcolm Gladwell's 10, 100 Hours Rule for Excellence - 1 views

www.youtube.com/watch

Malcolm Gladwell global economy education excellence

shared by Joy Quah Yien-ling on 06 Jun 10 - Cached
  • Joy Quah Yien-ling on 06 Jun 10
     
    Excellence has to do with sheer hard work and a supportive environment. How do we get students to commit to 10.000 hours work to develop the expertise that they need to be competitive and outstanding in the new economy which Howie DiBlasi's has shown us in his video?
Joy Quah Yien-ling

Malcolm Gladwell: The 10, 000 Hours Rule for Excellence - 0 views

www.youtube.com/watch

Malcolm Gladwell excellence

shared by Joy Quah Yien-ling on 06 Jun 10 - Cached
  • Joy Quah Yien-ling on 06 Jun 10
     
    Malcolm Gladwell talks about the need to create institutions that provide time and support to develop excellence. This has implications for student development, as well as our own professional development. It takes about 10,000 hours of time investment before we develop expertise in an area.
Joan Erickson

Gender Differences in Online Learning - 0 views

connected.waldenu.edu/...er-differences-online-learning

gender online stuart young mae mcsporran

shared by Joan Erickson on 09 Jun 10 - Cached
  • Many women who for cultural reasons may feel shy or restrained in the classroom are able to flourish in an environment of greater anonymity that lacks face-to-face interaction
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Francisca: Could this be one of the reasons?
  • men are less likely to read their instruction
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      although supported by a research paper, is this a fair generalization of young male learners?
  • include differences in performance, motivations, perceptions
  • ...4 more annotations...
  • skills related to self-regulation
  • ability to manage time
  • organize material, rehearse their lessons
  • men tend to leave parts of their online assignments incomplete and to be tardy in turning them
Francisca Capponi

¿Sabías que...? - 1 views

www.youtube.com/watch

spanish technology module 4 assignment

shared by Francisca Capponi on 14 Jul 10 - Cached
  • Francisca Capponi on 14 Jul 10
     
    If you have an spanish audience you can use this video
alexandra m. pickett

Critical Thinking - The Very Basics - 0 views

www.uwsp.edu/...BasicsWebpage.htm

Module 4 assignment

shared by alexandra m. pickett on 13 Jul 10 - Cached
  • Critical Thinking - The Very Basics
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      I can't find too many online resources for philosophy-related courses. This, however, is very nice. It offers a flash presentation of the very basics in understanding argument. This topic is so basic that it almost occurs in the beginning week(s) of every intro level philosophy courses, such as Critical Thinking and Moral Choices. I plan to use this website as the readings for Module 1. I could have prepared this contents in my class, but bring the learners to an internet resource as an alternative medium of learning is part of the learning goals, as well, so I will do it. Question. Do I need to acquire permission from the owner in order to use it in my class? Given that it appears on MERLOT, does MERLOT ask contributors to share the right of fair use?
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      when a resource is contributeda by the auther it generally means that author hopes others will use it. I would however, send the author an email telling him/her about your intention as a courtesy and to check to be sure that the site will be stable and in existance for the time period that you will use it in your class.
Joan Erickson

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...oneal_0309.htm

shared by Joan Erickson on 27 Jun 10 - Cached
  • performance
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      This is what I am looking for: performance outcomes
  • A few students indicated it was hard to have discussions when they did not know with whom they were discussing. One student said, “It was weird because I was having this online in-depth discussion with someone I had never seen before, and it felt a little creepy.”
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      that's why an ice breaker in the beginning is really important. You get to know each other, so you won't feel creepy
  • In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      same as what Alex said
  • ...11 more annotations...
  • participation
  • participation
  • A characteristic of an online course design model includes the reliance of the group discussion
  • one of the most beneficial tools of online learning is the discussion board
  • problem-solving
  • social presence and collaboration
  • interaction and knowledge construction
  • students' satisfaction, participation
  • Is there a difference in the quality of online asynchronous discussions and traditional classroom discussions
  • The online and traditional groups were given the same set of guiding discussion questions
  • the quality of discussion that occurs in online and traditional instruction is similar when specific content-related questions are provided to structure the discussions
Shoubang Jian

Concept mapping as a medium of shared cognition in computer-supported collaborative pro... - 0 views

www.thefreelibrary.com/...PrintArticle.aspx

concept mapping

shared by Shoubang Jian on 16 Jul 10 - Cached
  • Two concepts and research paradigms are closely related to the problem area of collaborative learning--distributed cognition and shared cognition
  • Mind tools, (alternatively known as cognitive tools; Kommers, Jonassen, & Mayes, 1991) are intended to engage and facilitate cognitive processing
  • Concept mapping falls into the large category of Mind tools
  • ...1 more annotation...
  • common frame of reference
  • Shoubang Jian on 16 Jul 10
     
    Here's the full article "Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving".
Joan Erickson

Module 4 Part 2 | Mike's reflection blog on on-line learning within 2.0. - 0 views

mikefort1.edublogs.org/...module-4-part-2

shared by Joan Erickson on 20 Jul 10 - Cached
  • some of them never learned my name
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      My sophomore organic chemistry was in a 200-people auditorium, yeah, names? what names? :)
  • 222
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      I visited your course, I'm blown away how much work you've done
  • challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      please see comment
Sue Rappazzo

Implementing Technology in Education: Recent Findings from Research and Evaluation Studies - 0 views

www.wested.org/...recapproach.html

technology

shared by Sue Rappazzo on 16 Aug 10 - Cached
  • A study of the initial implementation of California's state funded technology programs found that technology was not becoming institutionalized because it was often treated as a separate component within the state's education infrastructure. It was initially funded as an "add- on" rather than being integrated into the curriculum and incorporated into the mainstream of instructional programs.
  • In summary, systematic planning as an approach to technology implementation provides: a rationale for the technology and related resources the stakeholders get involved in the decision making process a way to promote thinking about the most cost-effective uses of technology assurance that technology applications are aligned with the curriculum help in determining the specific training and assistance needs assurance that existing resources are used in the plan a needed vehicle for procuring funding a method for determining how to evaluate the impact and progress of the technology a vehicle for communicating steps for others to follow adapting the plan a process for coordination with other programs and projects that the teaching addresses the needs of all learners guidelines and a context for the insertion of new technologies software developers with a definition of the technological needs of users
  • Curricula must drive technology; technology should not dictate curricula.
Sue Rappazzo

Research: Students Actually Use the Internet for Education -- THE Journal - 0 views

thejournal.com/...he-internet-for-education.aspx

research intenet

shared by Sue Rappazzo on 11 Aug 10 - Cached
  • New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."
  • Sue Rappazzo on 11 Aug 10
     
    Maybe there is hope!
  • Joy Quah Yien-ling on 12 Aug 10
     
    The kids are engaging and participating meaningfully and purposefully online. We should pay more attention to contexts for engagement. When it is personally meaningful, kids will engage (ie. American Idol auditions), and when it isn't (college classes), they won't. Time to look at elements in the contexts which encourage meaningful participation.
Joan Erickson

Multitasking Splits the Brain - ScienceNOW - 0 views

news.sciencemag.org/...itasking-splits-the-brain.html

shared by Joan Erickson on 07 Aug 10 - Cached
  • can't effectively handle more than two complex, related activities at once
  • results suggest that the brain can’t efficiently juggle more than two tasks because it has only two hemispheres available for task management
  • Joan Erickson on 07 Aug 10
     
    your brain can't manage more than 2 complex tasks at once---really? I'm not convinced nor am I skeptical, there should be more research
alexandra m. pickett

Class Size - 0 views

www.weac.org/...classize.htm

class size

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
  • Smaller classes are beneficial for children at the primary level, particularly in math and reading.
  • The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
  • ...6 more annotations...
  • Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
  • Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
  • Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
  • The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
  • Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      hey ;just demoing diigo to faculty
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      another demo of a comment
alexandra m. pickett

Issues in Distance Learning - 1 views

carbon.cudenver.edu/...issues.html

distancelearning

shared by alexandra m. pickett on 28 May 08 - Cached
  • This review of literature and current information related to distance learning is an expansion and update of Schlosser and Anderson's (1994) literature review for the Iowa model of distance education. Additional reports were obtained through the Pacific Mountain Network, the ERIC database, electronic communications via Internet with administrators of open universities and open learning agencies throughout the world, collections of manuscripts and documents in the Department of Instructional Technology and Special Education at the University of Colorado at Denver, and personal communications with distance education developers at professional conferences as well as school districts in the Greater Denver area. It is intended as a companion piece to Sherry and Morse's (1995) Needs Assessment for Distance Education, as well as background information for other projects in telecommunications and distance learning.
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      this is an early lit review on distance learning that i thought you would find interesting.
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