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but the basic idea is to tap into the collective intelligence of the public at large to complete business-related tasks that a company would normally either perform itself or outsource to a third-party provider.

Crowdsourcing can improve productivity and creativity while minimizing labor and research expenses.

Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)

Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1  like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.

Student Choice: Assessment Products by Intelligence and Style

This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.  

it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.

I kept falling off the second floor of the  building and running into walls,

Sharon believed it no longer provided the direction required for the school to be successful

Make the chunks or pieces of information small enough to appeal to and be processed by those who have only 15 to 30 minutes a day to log in. These small pieces of information can quickly be processed by the student who can then return later to finish other assignments. There can be more than one chunk of information per unit or module, but the unit itself should be broke into manageable chunks.

An online syllabus should also contain information relating to the length of time a given assignment is anticipated to take for the average student.

With an engaging course in which many students are active participants, the number of messages posted within any course discussion forum can quickly grow. When such a case presents itself, it is a good idea to give specific minimum (and maximum if necessary) requirements concerning the number of posts each student is required to submit. For example, in an ice-breaking activity, you could require each student to post responses to 2 other student posts chosen by selecting the student above and below that student in a listing of students sorted by some criteria such as alphabetically by login. When minimum requirements and other guidelines are given, students know how much work is expected of them for the assignment, ensuring that they will allocate enough time to do an adequate job and enabling them able to prioritize their time. Even an active student can have a busy week in which he/she must schedule time to properly meet this minimum requirement.

Participants also highlighted positive aspects related to support received. Respondents to the PLENK2010 survey were appreciative of how the facilitators led without directing and also of the work and engagement provided by the facilitators. Thus, teaching presence, especially exemplified through course design and the type of facilitation, turned out to have a powerful effect on student perceptions of support, inclusiveness, and overall satisfaction with the course. The participants valued greatly the autonomy on connections and participation in networks: “We were given free choice and allowed autonomy about our ways to connect and participate in the network. I greatly value this approach to learning and working together.”

table, trusted, and valued, and where people can access and interact with resources and each other. The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.

This study explores the concept of transactional distance, a term coined by Moore (1993), which relates to the distance that exists in all learning relationships and can be more evident and potentially problematic in online learning environments.

Icebreakers are fun activities that help people get to know each other.

How will you initially engage your students? It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996). It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher. Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.

IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.

9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla

. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education

First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content

Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.

Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.

Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.

Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.

In the meantime, I've written a book, from which this article is drawn, about all that I've learned from my research. In my book, I focus on what I identify as seven myths, or widely held beliefs, that dominate our educational practice. I start with the myth that teaching facts prevents understanding, because this (along with my second myth, that teacher-led instruction is passive) is the foundation of all the other myths I discuss. These myths have a long pedigree and provide the theoretical justification for so much of what goes on in schools. Taken together, all seven myths actually damage the education of our pupils. But here, let's focus on facts and the role knowledge has in our understanding.

Why Is It a Myth? My aim here is not to criticize true conceptual understanding, genuine appreciation of significance, or higher-order skill development. All of these things are indeed the true aim of education. My argument is that facts and subject content are not opposed to such aims; instead, they are part of it. Rousseau, Dewey, and Freire were wrong to see facts as the enemy of understanding. All the scientific research of the last half-century proves them wrong. The modern bureaucrats and education experts who base policy and practice on their thinking are wrong too, and with less excuse, as they have been alive when evidence that refutes these ideas has been discovered. Rousseau was writing in the 18th century; Dewey at the turn of the 20th; Freire in the 1970s. Research from the second half of the 20th century tells us that their analyses of factual learning are based on fundamentally faulty premises.

If we want pupils to develop the skills of analysis and evaluation, they need to know things. Willingham puts it this way:23 Data from the last thirty years lead to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that's true not just because you need something to think about. The very processes that teachers care about most—critical thinking processes such as reasoning and problem solving—are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).

Similarly, assigning four different articles in one week might mean than they aren’t getting as much as they could out of any of them. Less can be more.

Novices and experts. Many of the above points relate to the fact that we read as experts while our students are still novices and are really learning how to read appropriately to build up their expertise.

. Understanding the details of the world in which a learner lives allows the learner to the ability to shape and manipulate that world to his advantage. Content mastery must be accompanied by healthy relationships in a learning community that fosters curiosity within learners. Focusing only upon content can lead to a cold, rote learning environments; spending all our energies on relationships can be done at the expense of content mastery; and developing curious learners without strong relationships can lead to learning in isolation. Essentially, the flipped learning approach allows teachers to spark interest, provide initial exposure, and deliver content through easy to make teacher created video so class time can be used to foster healthy relationships and engage students in higher levels of cognition to help ignite curiosity. Simply using video as a teaching tool will not fundamentally change a classroom. But rethinking how class time can be used for things other than direct instruction and lectures will transform a classroom from a teacher-centered instructional environment to a learner-centered laboratory of learning. Flipped learning is a transitional tool for teachers who know they want to move the attention away from themselves and on to student-centered learning. Flipped learning is not an end, but a means to greater teaching and deeper learning. You can read more about Flipped Learning in our upcoming book: Flipped Learning: Gateway to Student Achievement which can be pre-ordered here: Jonathan Bergmann &amp; Aaron Sams Flipped Learning, Gateway to Student Achievement, Bergmann, Sams piln.hottopic.onPostDisplayInLineLoaded(); Pictures and videos var thumbRatio = [1, 1]; $(function () { initializeGallery('/Gallery/Media/', '138408f4-616a-4cc9-ab2c-9e7543cf50e4') }); Cover of Jon Bergmann &amp; Aaron Sams' book: Flipped Learning $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); gallery created by Jon Bergmann {{if error}} ${name} ${sizef} Error: {{if error === 1}}File exceeds upload_max_filesize (php.ini directive) {{else error === 2}}File exceeds MAX_FILE_SIZE (HTML form directive) {{else error === 3}}File was only partially uploaded {{else error === 4}}No File was uploaded {{else error === 5}}Missing a temporary folder {{else error === 6}}Failed to write file to disk {{else error === 7}}File upload stopped by extension {{else error === 'maxFileSize'}}}The resolution of this image is too big {{else error === 'minFileSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'minResolutionSize'}}The resolution of this image is a little small. The minimum size is 160x160 {{else error === 'tooWide'}}This image is too wide for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'tooTall'}}This image is too tall for our gallery to display correctly. You will need to replace it with something that is proportional to your monitor. {{else error === 'acceptFileTypes'}}Filetype not allowed {{else error === 'maxNumberOfFiles'}}Max number of files exceeded {{else error === 'uploadedBytes'}}Uploaded bytes exceed file size {{else error === 'emptyResult'}}Empty file upload result {{else}}${error} {{/if}} {{else}} {{if thumbnail_url}} {{/if}} {{/if}} {{if type === 'image'}} ${description} $('.galleryDescription').hide(); $('#bigImage').load(function () { var newHeight = $('#bigImage').height() + $('.galleryDescription').height() + 60; if (newHeight < 360) { newHeight = 360; } $('#progressbar').hide('blind', {}, 300); $('#loading').animate({ height: newHeight + 'px' }, 300); $(this).fadeIn('slow'); }); $('.galleryDescription').fadeIn('slow'); {{html ""}} {{else}} ${description}

a situation in which lower order thinking is removed from whole-class teaching time and placed upon the individual regardless of whether video or any other technologies are being used.

Content is important in that it is the structure upon which learning is built