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Melissa Pietricola

Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views

www.educause.edu/...163579

education platform managing

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • 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
  • results—results frequently unattainable in a command-and-control management setting
  • 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
  • ...12 more annotations...
  • But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
  • development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
  • 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
  • . Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
  • 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.
  • 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
  • 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).
    • Melissa Pietricola
      Melissa Pietricola on 15 Jun 10
       
      This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
  • 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.
  • Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
  • To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
  • 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
  • The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
Melissa Pietricola

NASP Fact Sheet - Social Skills - 0 views

www.nasponline.org/...socialskills_fs.aspx

shared by Melissa Pietricola on 28 Jun 10 - Cached
  • Good social skills are critical to successful functioning in life.
  • good social skills can influence their academic performance, behavior, social and family relationships, and involvement in extracurricular activities. Social skills are also linked to the quality of the school environment and school safety.
  • Melissa Pietricola on 28 Jun 10
     
    social skill development
Melissa Pietricola

Special Connections - 0 views

www.specialconnections.ku.edu/...main.php

teaching

shared by Melissa Pietricola on 28 Jun 10 - Cached
  • is typically perceived as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are:
  • o-teaching
  • meet a wide range of learners more effectively
  • ...4 more annotations...
  • paraprofessional and a special or general educato
  • co-taught middle school setting, special educators are assigned (typically by grade level) to be a member of the interdisciplinary team. Also at this level, as is true at all levels, students with disabilities who are included in a co-taught setting must feel positive about themselves.
  • "Is what we are doing good for ALL students?"
  • because the curriculum is being modified for everyone,
  • Melissa Pietricola on 28 Jun 10
     
    Co-Teaching Model
Melissa Pietricola

Sam Wineburg: Historical Thinking and Other Unnatural Acts - 0 views

www.temple.edu/...1518_reg.html

historical wineburg

shared by Melissa Pietricola on 28 Jun 10 - Cached
  • a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past.
  • his book demolishes the conventional notion that there is one true history and one best way to teach it.
  • Sam Wineburg says that we are asking the wrong questions.
  • Melissa Pietricola on 28 Jun 10
     
    Historical questioning, reading
Melissa Pietricola

Education World ® Administrators Center: Making Retention A Last Resort - 0 views

www.educationworld.com/...admin344.shtml

retention

shared by Melissa Pietricola on 16 Jul 10 - Cached
  • Retaining students while their peers are promoted is bad for a child's self-esteem and may not help them academically, according to the argument. But promoting children without the skills for the next grade can be just as demoralizing.
  • "Multi-age learning is the gift of time," Jetel told Education World. "Students work to complete a curriculum cycle. The activities are open-ended and students can work on at their own pace."
  • on Student Grade Retention and Social Promotion, the National Association of School Psychologists (NASP) notes that the use of grade retention has increased over the past 25 years, despite little indication of its effectiveness.
  • ...6 more annotations...
  • between 30 percent and 50 percent of students in the U.S. are retained at least once before ninth grade.
  • The results showed that grade retention had a negative impact on all areas of achievement, including reading, mathematics, and language, as well as socio-emotional adjustment, such as peer relationships, self esteem, problem behaviors, and attendance
  • implementing multiple support programs to help students stay on track to pass the tests the first time
  • students who need extra help will receive differentiated instruction from teachers trained to meet their needs. Students also will receive instruction before and after school, on weekends, and during a Summer Success Academy, designed for second and third graders. The academy's focus will be on reading, writing, and math, and classes with no more than 15 students, according to Klein.
  • smaller classes and earlier support services
  • 'What didn't work? What wasn't done earlier? What do we do to identify the difficulties a kid is having?' If you can't answer the question why the student didn't learn, you are in danger of repeating mistakes."
  • Melissa Pietricola on 16 Jul 10
     
    Social Retentions and the risks to the students
alexandra m. pickett

lifelong learning... - 1 views

aubrey22.edublogs.org

student blog

shared by alexandra m. pickett on 09 Aug 08 - Cached
  • I feel like every discussion, article and assignment I have done in this course has really made me question why I do things the way I do.
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 08
       
      i am, of course, thrilled with this observation, aubrey. thanks for sharing it. If that was the only thing you got out of this cousre i would be very very happy. thanks for your willingness to consider the possibilities . : ) me
  • This was the most challenging course in my Master Degree career at UAlbany. I loved every minute of it. I think that pushing students to perform at higher levels helps them to break the plateu of what they think they are capable of. Usually they are capable of more than you think. It also helped my learning to use diigo and rate my posts. At first I thought it was painstaking and hard, especially when I spent an hour on constructing a post only to recieve a 2, but as I learned that it was more about teaching others, I began to perform better and was more motivated to teach something new and provide a cool resouce in diigo.
  • My feelings about this course are great! I would recommend anyone interested in online course development to take the course with Alex. She makes everyone in the course feel welcome and comfortable, which is the key to being successful and having students who are motivated to working with her
  • ...1 more annotation...
  • Relationships and feelings are one of the underlying keys to success in a course. If you have a teacher you like, don’t you want to work harder to please them? I know I do…and I know that I don’t really feel like working for someone who berates my feelings and is insensitive.
Jessica Backus-Foster

Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) - 0 views

www.eiconsortium.org/...msceit.html

EQ Mayer Salovey MSCEIT

shared by Jessica Backus-Foster on 06 Jun 09 - Cached
  • The Four Branches of Emotional Intelligence Perceiving Emotions: The ability to perceive emotions in oneself and others as well as in objects, art, stories, music, and other stimuli Facilitating Thought: The ability to generate, use, and feel emotion as necessary to communicate feelings or employ them in other cognitive processes Understanding Emotions: The ability to understand emotional information, to understand how emotions combine and progress through relationship transitions, and to appreciate such emotional meanings Managing Emotions: The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jun 09
       
      It seems that since the study/article Kristina talked about, they have now included music in the study! That's a testimony to the benefits of music education in SEL!
  • Jessica Backus-Foster on 06 Jun 09
     
    This site describes the parameters of the EI test designed to measure the four branches of the EI model of Mayer and Salovey
Kristen Della

Centering Marxist-Feminist Theory in Adult Learning - 0 views

aeq.sagepub.com/...0741713610392767.abstract

karl marx marxist feminist theory adult learning praxis oppression dialectical social cultural invividual

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Centering Marxist-Feminist Theory in Adult Learning. Using feminist extensions of Marxist theory, this article argues that a Marxist-feminist theory of adult learning offers a significant contribution to feminist pedagogical debates concerning the nature of experience and learning. From this theoretical perspective, the individual and the social are understood to exist in a mutually determining relationship, with a social world conceptualized as active human practice. The primary theoretical task is then to rearticulate the central relations of adult learning theory (the individual, the social, and experience), which necessitates a dialectical formation of social difference and oppression. This allows for an examination of the reification of experience as a core relation of adult learning theory and a reimagining of feminist praxis.
Diane Gusa

e-mentor: Validating a measure of presence in an online community - 0 views

bit.ly/kHHICi

online social-cognitive-teacher presence

shared by Diane Gusa on 03 Jun 11 - No Cached
  • Diane Gusa on 03 Jun 11
     
    One model that has gained a good deal of attention is the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer (2000). The CoI framework is a process model that provides a comprehensive theoretical model that can inform both research on online learning and the practice of online instruction. The CoI model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence and cognitive presence.
Kristen Della

Objectivism vs. Constructivism: The Origins of this Debate and the Implications for In... - 0 views

www.coedu.usf.edu/...ectivism_vs_constructivism.htm

Instructional desing objectivist constructivist education behavior process

shared by Kristen Della on 05 Jun 11 - No Cached
  • Kristen Della on 05 Jun 11
     
    Because many Instructional Design models have their origin's in objectivist conceptions of Education, Instructional Designers all to often focus on observable behaviors. Knowledge, of course, is central to education, and learning should not be forgotten. The purpose of this paper is threefold; it is to examine the historical context of the current philosophical debate in Education, to discuss the relationship of knowledge to Instructional Design, and to discuss other ways of conceiving of the Instructional Design process.
Kristen Della

The relationship between ethical leadership and core job characteristics - 0 views

onlinelibrary.wiley.com/...abstract

ethical leadership performance

shared by Kristen Della on 09 Jun 11 - No Cached
  • Kristen Della on 09 Jun 11
     
    Ethical leadership.
Diane Gusa

Study Hacks » Blog Archive » Monday Master Class: How Two Extra Hours Can Mak... - 0 views

calnewport.com/...ke-your-paper-two-times-better

writing moodle ACTIVITY teaching vacation

shared by Diane Gusa on 18 Jun 11 - Cached
  • Monday Master Class: How Two Extra Hours Can Make Your Paper Two Times Better
  • You glance over the relevant readings, crack your knuckles, sigh loudly, check your Facebook feed once more, just in case some vital change in a friend’s relationship status requires immediate, intense attention, then, with great resignation, start writing.
    • Diane Gusa
      Diane Gusa on 19 Jun 11
       
      Sounds familiar?
  • simple tweak to your process — requiring 1 – 2 extra hours —
  • ...6 more annotations...
  • take your readings and go for a walk.
  • “What do I really think about these topics?” “What did this writer really mean?” “What are different things she could have believed instead, and why did she choose this particular angle? “ “What would I have said?” “What do I really think about this? Why?”
  • Dig out a tiny gem of thesis that fits your personal take on the material.
  • settle down in the most inspiring possible room
  • spend just alone with their thoughts, sifting through, in a complicated inner monologue, what they believe and why. Essays and small papers offer you this opportunity. Most students ignore it and instead just blaze ahead blindly in their comfortable, “I hate papers!” writing-centric approach.
  • Take a 1 – 2 hour idea vacation before your fingers hit the keyboard.
Diane Gusa

Immediacy in the Classroom - 0 views

serc.carleton.edu/...immediacy.html

education Teaching immediacy research db5

shared by Diane Gusa on 12 Aug 11 - Cached
    • Diane Gusa
      Diane Gusa on 12 Aug 11
       
      Can a icon or exclamation point do the same?
  • ocial psychologist Albert Mehrabian has been credited with defining the concept of immediacy in terms of his "principle of immediacy," which states "people are drawn toward persons and things they like, evaluate highly, and prefer; and they avoid or move away from things they dislike, evaluate negatively, or do not prefer" (Mehrabian, 1971).
  • Verbal Behaviors Calling on students by name Uses terms like "we" and "us" to refer to the class Allows for small talk and out of class conversations Gives feedback to students Asks students how they feel about things Allows students to call him/her by first name
  • ...6 more annotations...
  • Immediacy is Positively Correlated with:
  • Student cognitive learning (Chesebro & McCroskey, 2001; Christophel, 1990; Kelley & Gorham, 1988; Titsworth, 2001), though a smaller relationship was found than for affective learning.
  • Perceived instructor competence, caring and trustworthiness (Thweatt, 1999
  • Positive student evaluations (Moore, Masterson, Christophel, & Shea, 1996)
  • Student attendance and participation (Rocca, 2004)
  • Non-verbal immediacy includes behaviors such as smiling, gesturing, eye contact and having relaxed body language. Verbal immediacy refers to calling the students by name, using humor and encouraging student input and discussion.
Diane Gusa

A dialogic approach to online facilitation - 0 views

www.ascilite.org.au/...swann.html

online facilitation collaborative community caring dialogue

shared by Diane Gusa on 29 Jul 11 - No Cached
  • Social construction of understanding has long been a significant underlying principle of learning and teaching
  • Learning through dialogue with others has a long history.
  • main themes of learning theory
  • ...16 more annotations...
  • cognition is situated in particular social contexts (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991); knowing is distributed across groups (Cole, 1991; Perkins, 1993); and learning takes place in communities (Lipman, 2003; Scardemalia & Bereiter, 1996; Wenger, 1998).
  • "a space where conversation can occur
  • the integration of concrete experience and abstract thought; the integration of reflection and action; the spiral nature of these two; the relationship between separate and connected knowing; and the balance between collaboration and leadership.
  • The learning process must be constituted as a dialogue between tutor and student" (1993, p. 94)
  • Community of Practice and Community of Inquiry theory
  • The Community of Inquiry model is based not on the Community of Practice model but, at least in part, on Lipman's work with children (2003) in which "tutor and children collaborate with each other to grow in understanding, not only of the material world, but also of the personal and ethical world around them" (Wegerif, 2007, p. 139)
  • Although reflective dialogue has strong connections with Lipman's notion of multidimensional thinking, in that reflection allows synthesis, there may be difficulties with the use of this term as it has been used elsewhere with different connotations (Brookfield, 1995; Schon, 1983).
  • Yet students often find this kind of thinking difficult to express when they are learning something new, perhaps because emerging ideas are very vulnerable to criticism
  • the dialogic space is broadened to include other types of dialogue which contribute to the development of understanding yet which are easier for students to express. Creative dialogue opens up a reflective space in which issues can be explored with encouragement and trust.
  • Another technique is "thought shower" - similar to but perhaps less intense than brainstorming - in which even implicit judgement is suspended. Creative thinking, or dialogue, is not the same as creativity, which is often associated with art and design, yet it appears to have an important role in discovery
  • A third aspect of this reflective space is caring dialogue,
  • each of the participants really has in mind the other or others in their present and particular being, and turns to them with the intention of establishing a living mutual relation between himself and them."
  • Buber calls this intersubjectivity
  • The focus is on listening and understanding (Bakhtin, 1986), or reading and understanding in an asynchronous online environment
  • Caring thinking also includes caring about the topic or subject (Lipman, 2003, p. 262), which Sharp (2004) calls pedagogic caring,
  • Identifying (information responsive): Students explore the knowledge base of the discipline in response to questions or lines of inquiry framed by teachers ("What is the existing answer to, or current state of knowledge on, this question?") Pursuing (information active): Students explore a knowledge base by pursuing their own questions and lines of inquiry ("What is the existing answer to, or current state of knowledge on, my question?") Producing (discovery responsive): Students pursue open questions or lines of inquiry, framed by tutors or clients, in interaction with a knowledge base ("How can I answer this open question?") Authoring (discovery active): Students pursue their own open questions and lines of inquiry, in interaction with a knowledge base ("How can I answer my open question?") (Levy, 2009).
  • Diane Gusa on 29 Jul 11
     
    AJET 26(1) Swann (2010) - another approach to think about for my discussion forum.
Diane Gusa

RESEARCH IN ONLINE LEARNING COMMUNITY - 0 views

www.ascilite.org.au/...chtu_frame.html

online community social presence learning

shared by Diane Gusa on 13 Jul 11 - No Cached
  • RESEARCH IN ONLINE LEARNING COMMUNITY
  • High Social PresenceLearning in an online learning community occurs as an active social process that is defined as: "the level of social presence depends upon social context, online communication, and interactivity (Tu & McIsaac, 2002)." Online social presence (Hiltz, 1998) is required to ensure the online interaction necessary to sustain community activity. Social presence is a critical factor that affects the online learning community. Gunawardena and Zittle (1997) found that social presence is the predictive of the satisfaction of online learners with their learning. Social presence, online learners' social relationships, tasks being engaged in (Tu & Corry, 2002b), communication styles and personal characteristics have impacts on online learning (Tu & McIsaac, 2001). Therefore, researchers concluded that to foster an ideal online learning community, one should increase and idealize the level of social presence
  • Computer-mediated communication democratizes the online learning environment (DiMatteo, 1990; Rheingold, 1993; Sproull & Kiesler, 1991a
  • ...7 more annotations...
  • ..for anyone to become an information provider for others, thereby both democratizing information access and enabling new roles for network users. In the most successful online courses, students assume some of the roles that traditionally belong to the instructor" (p. 208).
  • Because of the blurred roles of students and teachers, more weight is placed on the learning process/experience than upon roles. In other words, both students and teachers, as learners, share their responsibilities in online learning. Morrison (1995) argued that the learning process is unbounded by time (when one learns), space (where one learns), mode (how one learns), pace (the rate at which one learns), level (the depth of learning) and role (with whom one learns). Therefore, it is not merely learner-centered; in fact, an online learning community is a learner-driven process. While the learning is in transition from teacher-centered to learner-driven, the focus which had emphasized the needs of organization, government, and institutional is moving to a focus on community-centered needs. This shift has made lifelong learning more important.
  • Effective learning occurs in active approaches that present learning as a social process that takes place through communication with others (Hiltz, 1998; Mead, 1934)
  • Social interaction is a key component in social learning according to Vygotsky's theory.
  • "The level of social presence depends upon social context, online communication, and interactivity. When the level of social presence is high, there is a potential that online learners will engage more interactively in online activities (Tu & McIsaac, 2002).
  • In a knowledge construction community, one should have the opportunity to make contributions that will enhance the total learning value of the community. L
  • Chih-Hsiung Tu
  • Diane Gusa on 13 Jul 11
     
    conference paper
Diane Gusa

Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views

radicalpedagogy.icaap.org/...garner.html

modile 4 assignment pedagogy teaching humor metaphor learning

shared by Diane Gusa on 09 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      Very strong statement!
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
  • Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
  • ...15 more annotations...
  • Better comprehension,
  • increased retention of material,
  • more comfortable learning environment
  • effective use of these strategies.
  • Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
  • The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
  • The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
  • According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
  • teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
  • Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
  • According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
  • . In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
  • Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
  • be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
  • Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
  • Diane Gusa on 09 Jul 11
     
    I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
Diane Gusa

ON COURSE: The One-Minute Paper - 0 views

www.oncourseworkshop.com/awareness012.htm

One-Minute teach information map Active-learning.pdf

shared by Diane Gusa on 27 Jun 11 - No Cached
  • : A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
  • What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
  • more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
  • ...7 more annotations...
  • *For you, what interesting questions remain unanswered about today’s topic?
  • In your opinion, what was the most useful idea discussed in today’s class?
  • *What do you think was the most important point or central concept communicated during today’s presentation?  
  • *What relationship did you see between today’s topic and other topics previously covered in this course?
  • Minute papers can provide a “conceptual bridge” between successive class periods
  • Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
  • Minute papers can function as an ongoing learning log or learning journal for the course.
Diane Gusa

leading and learning: Experience and Education -John Dewey 1938 - 3 views

leading-learning.blogspot.com/...-and-education-john-dewey.html

learning experience education dewey meaning making

shared by Diane Gusa on 21 Jun 11 - No Cached
  • The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Including blogs in the educational experience provides such an environment.
  • A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
  • Dewey saw the learning process as a continuous spiral linking past experiences with the present. T
  • ...5 more annotations...
  • Dewey believed there needed to be an intimate relationship between experience and education and that students had to construct their own learning.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Inviting a student to talk about what is really important to them (and does not importance arise out of our past experiences?) - telling their truth about themselves to others is the experience that arouses, strengthens, and provides the desire to learn.
  • This is the challenge of creative teaching. I
  • Teachers need to be on the alert to see what attitudes and habits are being developed and this requires that the teacher has some ideas of what is going on in the mind of the learner. The teacher is an important part of any learning experience.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Student-centered learning does not mean an absent teacher - which can be a person or embodied in a book.
Diane Gusa

Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course - 1 views

www.editlib.org/27208

teacher presence module 4 assignment online

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course
  • The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.
  • The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.
  • ...1 more annotation...
  • The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.
  • Diane Gusa on 06 Jul 11
     
    abstract
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