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A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).

van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p

Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).

The first step would be to identify the undesired behavior you wish to change. The next steps are the trickiest and depends on many factors. This include developing a conscious and deliberate plan which includes 1) the ultimate goal, benchmarks (smaller more obtainable goals to reach the ultimate goal), 2) the steps to the first benchmark, 3) the rewards to reinforce desired reactions which approach the steps to the first benchmark, and 4) the criteria to use to mark progress. It may be helpful to work with a partner (someone else with the same phobia or undesired behavior) as a support person or a mentor (someone who has done it or has some counseling background). This is a very difficult strategy to accomplish alone. Reinforce the positive steps away from the undesired behavior and steps toward the desired behavior with the selected rewards. Monitor your progress. Change the size of the steps, the rewards, or the benchmarks if any do not seem to be working. You may hit plateaus or periods of backslides. Accept them as a temporary setback and identify potentials of self-sabotage, negative self-talks, or situations which should be avoided for the time being. Make a conscious decision to continue with your plan (or modification of it). This may be a life-long "work in progress" if you are trying to change a deep-rooted fear or a behavior which feeds an addiction. Again, this is very difficult to do alone. You may need to work with a partner, mentor, or counselor.

The authors concluded that local health education students enrolled in an online class are likely to have different learning styles than equivalent on-campus students. Online students were more independent, and on-campus students more dependent, in their styles as learners. The on-campus students seemed to match the profile of traditional students who are willing to work in class provided they can obtain rewards for working with others, and for meeting teacher expectations. Online students appeared to be driven more by intrinsic motives and clearly not by the reward structure of the class.

Today with electronic bulletin boards, discussion boards, e-mail discussion groups, or chat areas, online learning can be interactive.

To reach non-traditional students and to meet their educational needs around the world, more colleges are turning to distance education. Current instructional technology can potentially provide effective learner-centered, personalized education for non-traditional, non-residential students around the globe. As students and faculty move from traditional, on-site learning and teaching, they must learn to make the necessary adjustments.

It is useful to think of embodied learning (“M-BOD”), as Gee conceives it, as a dimension of EL since the pedagogy constructs learning as active and interactive, but it would be a mistake to conflate the concepts. M-BOD is a framework, a set of principles, for understanding how people become motivated to engage and re-engage cognitively challenging tasks--to "practice" at something--but this is not thinkable as an operation of (again in Fenwick's words) an "autonomous rational knowledge-making self, disembodied, rising above the dynamics and contingency of experience." Condensing and simplifying some of Gee's ideas, I came up with the hypothesis that practice is pleasurable when it involves people in making choices that reward them somehow--choices about who to be: (imaginative projection: some participation in story-telling or drama) what the rules are (game recognition: the mental labor of identifying problems and how to solve them) how to adapt (or improvise on) the rules to suit a particular context (game elaboration: some kind of recoding of some elements of the game)

Far more than books or movies or music, games force you to make decisions. Novels may activate our imagination, and music may conjure up powerful emotions, but games force you to decide, to choose, to prioritize. All the intellectual benefits of gaming derive from this fundamental virtue, because learning how to think is ultimately about learning to make the right decisions: weighing evidence, analyzing situations, consulting your long-term goals, and then deciding…. Those decisions are …predicated on two modes of intellectual labor that are kept to the collateral learning of playing games. I call them probing and telescoping (41) Probing: you have to probe the depths of the game’s logic to make sense of it and like most probing expeditions, you get result by trial and error, by stumbling across things, by following hunches (42-3) Telescoping is managing…simultaneous objectives… you can’t progress far in a game if you simply deal with the puzzles you stumble across; you have to coordinate them with the ultimate objectives on the horizon...Telescoping is about constructing the proper hierarchy of tasks and moving through the tasks in the correct sequence. It’s about perceiving relationships and determining priorities (54-55).

It is very important to bond with group members---to break the ice, post photos, details, etc.---so that team members can know each other personally

It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks

Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was d

With the pedagogical learning model, students do not take the initiative to acquire new knowledge, rather they wait until the educator believes that they are ready to absorb new ideas, subjects and practices. In this model, the learning orientation of a student is centered around the subjects studied, content of the instructional materials, and teacher experiences that are required to reach their academic goal, and any learning motivation that they possess usually comes from an external source, i.e., grades, favorable or unfavorable rewards from parents or teachers, and family duress.

An adult learner must first investigate why they must undertake the learning task, and assess the possible positive or negative outcomes associated with learning this body of knowledge, or not. Once this has been accomplished, the adult learner will focus an extreme amount of energy and time into the task of obtaining this knowledge, and be responsible for his own decisions with regards to that knowledge. Adults possess a deep desire to be recognized as self-disciplined, self-motivated, and independent self-helping individuals. If they are treated like the students in the pedagogical learning model, they become psychologically conflicted as the need to be independent and self-focused battles with the dependency that was established in early on in their education.

The andragogical learning model was designed to encompass the adult learner, and it works extremely well in that capacity, however, there are instances where a pedagogical model can be more appropriate for the adult learner, i.e., when learning unfamiliar subject matter.

Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.

Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.

require students and instructors to be online at the same time.

specific hour. All students must be online at that specific hour in order to participate.

Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time

Most games are naturally social, which means gamification depends on that other ubiquitous web trend, social networking.

The first type of games were willing to entertain kids to keep them engaged -- the "just-make-it-fun" school of thought.

"fun"