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Kristen Della

University of Phoenix How It Works - Online and On Campus - 0 views

www.youtube.com/user/UniversityofPhoenix?v=liXBY3TWOhg&feature=pyv&ad={creative}&kw={keyword}

shared by Kristen Della on 03 Jul 11 - No Cached
  • Kristen Della on 03 Jul 11
     
    Our military community is a large and important part of our student population. So, whether you're active duty, a veteran, a member of the Reserve or National Guard or a military spouse, you're eligible for special tuition rates. Our course schedules are extremely flexible, so you can balance school with work, family and the unpredictable nature of military life.
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!
efleonhardt

Dan Meyer: Math class needs a makeover | Talk Video | TED.com - 0 views

www.ted.com/...meyer_math_curriculum_makeover

dan meyer math ted makeover

shared by efleonhardt on 31 May 14 - No Cached
  • efleonhardt on 31 May 14
     
    A new perspective on teaching high school math
Teresa Dobler

Of Plato and iPads: Should We Use Technology in the Classroom? | The American Conservative - 0 views

www.theamericanconservative.com/se-technology-in-the-classroom

technology

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • hamper classroom relationships
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      When used correctly, we have clearly seen that student interaction is possible, and even enhanced, using technology in the classroom.
  • students can easily disengage, looking at other apps (some for school and others surely for entertainment), perusing websites, and checking email
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      I do share the concern that my students will be off task during my lessons - however, can't they also be disengaged while taking notes in a paper notebook? I also, thankfully, have small enough class sizes that I can stand behind the room and see most computers, so it is easy to spot obviously off track students (ie someone in their email rather than a document).
  • The focus in a technological classroom changes from student-to-student and/or student-to-teacher to a student-computer relationship, with the teacher occasionally breaking into this primary bond.
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      When used correctly, I would disagree. My students are still interacting with each other. They are often working on the same shared document to create a product, or are talking in a small group and documenting the work in a document. More recently, I have also had students working in groups to produce songs, movies, and other multimedia products to show what they have learned. Thus, I can see in my own classroom that students are still able to interact richly with each other.
  • ...1 more annotation...
  • Rather than creating solitary learners, such a method could encourage group learning.
Teresa Dobler

Salman Khan on Liberating the Classroom for Creativity (Big Thinkers Series) | Edutopia - 0 views

www.edutopia.org/cademy-flipped-classroom-video

khan flipped classroom

shared by Teresa Dobler on 31 May 14 - No Cached
  • online lectures can happen at home and project-based learning can happen during school.
    • Teresa Dobler
      Teresa Dobler on 31 May 14
       
      -We learn from our peers - students look at resources or videos, then when they connect with each other, this is when they really get it. -Lecture is taken out of the classroom so that students are free to actually communicate with each other. This increases the potential of what can happen in class. -You need to core toolkit in order to go into the project. These projects help students to internalize the material.
Teresa Dobler

The Myth Of Multitasking : NPR - 0 views

www.npr.org/...the-myth-of-multitasking

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • today's nonstop multitasking actually wastes more time than it saves
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Today, there is so many stimuli competing for our constant attention that we are unable to resist multitasking. For example, I typically have my phone beside me and will glance at it when it vibrates or lights up, which takes me away from whatever I am doing, be it a conversation with a friend or working on graduate school work. According to https://www.apa.org/research/action/multitask.aspx I am losing time with every switch.
Teresa Dobler

To Multitask or Not? | Oxford Learning - 0 views

www.oxfordlearning.com/...multitask-or-not

multitasking

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • o deal with distractions and interruptions
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      A valid part of everyday life both in school, at work, and at home.
  • When deadlines loom at the office and in the classroom, it is better to complete portions of all tasks, than to only complete one. In the classroom, part marks add up to better grades than no marks at all.
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Do we think this is true? Is it better to do one thing well or many things at a lower level? I am not sure this is arguing a positive.
  • doing a lot, but accomplishing nothing
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Again, I wonder how true this is. It sounds overly negative to me. When I rapidly switch, I would not say that I accomplish absolutely nothing.
J Robin Ward

Preparing Instructors for Quality Online Instruction - 1 views

www.westga.edu/...yang81.htm

shared by J Robin Ward on 12 Jun 10 - Cached
  • The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?
  • Instructors have many concerns about online education. Their primary concern is how online education changes their roles and responsibilities, and how they can adapt to this change. Online education is widely accepted as student-centered education, and the traditional education is regarded as professor-centered education. Due to a shift to online education, the instructor's role has become more of a facilitator than a traditional lecturer. Therefore, the traditional professor-centered educational environment and student-centered online educational environment will have many differences. Besides their role shifting, the role of the virtual instructor is to select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion (Kettner-Polley, 1999).
  • Clark (2002) pointed out that online learner must be a constructivist learner. This suggests that the learner must be active in the process, cognitively complex and motivated. According to Clark , motivating factors in the learning process include self-reference, personal goals, control and autonomy . Howland & Moore's (2002) study examined 48 students' experiences in online environments. Their results confirmed that the students who were the most positive in their perceptions of online learning were those with attributes consistent with constructivist learners. The most positive students were more independent, proactive and responsible for their learning.
  • ...14 more annotations...
  • Alley and Jansak (2001) have also identified 10 keys to quality online learning. The authors suggested that online courses will be high quality when they are student-centered and when: Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • nstructors may lack sufficient information on how well learners actually perform
  • how to appropriately use technology to serve an instructional purpose tends
  • they have to face the challenge of lack of direct interpersonal contact with students
  • the instructor to motivate students to adjust their roles when becoming an online learner
  • Since face to face instruction is usually eliminated in online classes, i
  • While arguments have been made in opposition to online education, there are proponents who are in support of this mode of instruction. They suggest that the lack of face-to-face interaction can be substituted by online discussions in bulletin board systems, online video conferences or on listservs (Blake, 2000). Online education can also promote students' critical thinking skills, deep learning, collaborative learning, and problem-solving skills (Ascough, 2002; Rosie, 2000). Donlevy (2003) asserted that online education may help schools expand curricula offerings with less cost and can help graduates gain important technology skills to improve their marketability. Proponents also argue that online education can encourage non-discriminatory teaching and learning practices since the teachers and students, as well as students and their classmates typically do not meet face-to-face. Palloff and Pratt (1999) have concluded that because students cannot tell the race, gender, physical characteristics of each other and their teachers, online education presents a bias-free teaching and learning environment for instructors and students.
  • academic dishonesty of online learners (Muirhead, 2000)
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      This is one of the topics I expressed interest in -- need to take a look at the source.
  • several factors that may deter faculty from teaching online.
  • lack of professional prestige
    • J Robin Ward
      J Robin Ward on 02 Jun 14
       
      Similar to Rogers 2003.
  • While many critics have suggested that there is no sure way to hold students accountable for academic dishonesty, Heberling (2002) concluded that while maintaining academic integrity in the online instructional setting may be a challenging, many strategies may be employed to detect and prevent plagiarism, such as reversing an Internet search, tracking back to an original source.
  • 10 keys to quality online learning
  • Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
  • Alley and Jansak (2001)
George Dale

sharing what i know » Blog Archive » "why do i have to blog???" - 0 views

etap640.edublogs.org/...why-do-i-have-to-blog

shared by George Dale on 03 Jun 14 - No Cached
  • I didn’t teach them anything. They chose to learn or not.
    • George Dale
      George Dale on 03 Jun 14
       
      This is the crux of it all...and really hard to effect (particularly in high school it seems).
Jessica M

Multimodal Composition and the Common Core State Standards - 0 views

technonlgyed.wikispaces.com/...20Core%20State%20Standards.pdf

CCS Multimodal Education

shared by Jessica M on 03 Jun 14 - No Cached
  • The standards assume that being literate means being digitally literate.
  • My goal for this column is to highlight strong examples of digital literacies instruction and technology integration that teachers can remix and customize for their students and teaching contexts
  • “One of the biggest communication changes happening today is the shift from the printed word on a page to multiple modes of image, sound, movement, and text on a screen.”
    • Jessica M
      Jessica M on 03 Jun 14
       
      even some school assessments are starting to shift to computer based
  • ...1 more annotation...
  • proposition that effective technology integration occurs at the intersections of teachers’ knowledge about technology, pedagogy, and content, or TPAC (see Figure 1).
  • Jessica M on 03 Jun 14
     
    the world is changing to more technology, and multimodal - education is changing with it
Alicia Fernandez

Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple... - 0 views

www.sfu.ca/...Gardner1989.pdf

multiple intelligences Gardner MI theory

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    Gardner upholds MI theory and its positive educational applications by citing research results. He also argues that psychometric tests are not designed to measure MI and he points to contextually based intelligence measurement instruments that do measure MI.
sherrilattimer

FILLING THE TOOL BOX - 0 views

www.fno.org/toolbox.html

learning assessment questioning inquiry

shared by sherrilattimer on 03 Jul 14 - Cached
  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
  • ...7 more annotations...
  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
  • sherrilattimer on 03 Jul 14
     
    Classroom strategies to engender student questioning.
efleonhardt

How to Design Effective Online Group Work Activities Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...e-online-group-work-activities

collaboration groupwork design

shared by efleonhardt on 23 Jun 12 - No Cached
  • Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”
  • In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.
Diane Gusa

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

self-evaluation assessment education research blog module 4

shared by Diane Gusa on 09 Jul 11 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • ...14 more annotations...
  • Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
  • STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
  • Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
  • Involving students in determining the evaluation criteria initiates a negotiation
  • If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
  • - Give students feedback on their self-evaluations.
  • Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
  • when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
  • Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
  • Our own research and that of others substantiate these four arguments.
  • Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
  • Diane Gusa on 09 Jul 11
     
    By Carol Rolheiser and John A. Ross
mikezelensky

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 5 views

www.nap.edu/openbook.php

misconceptions bridging

shared by mikezelensky on 27 Jun 14 - No Cached
  • mikezelensky on 27 Jun 14
     
    "One instructional strategy, termed "bridging," has been successful in helping students overcome persistent misconceptions (Brown, 1992; Brown and Clement, 1989; Clement, 1993). The bridging strategy attempts to bridge from students' correct beliefs (called anchoring conceptions) to their misconceptions through a series of intermediate analogous situations."
Alicia Fernandez

Teaching to think: applying the Socratic method outside the law school setting - 0 views

www.cluteinstitute.com/...index

Socratic questions

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Evaluation of criticisms of Socratic method PDF downloadable via IE
lkryder

Johns Hopkins University School of Education Graphics and Learning - 0 views

education.jhu.edu/...dickinson_graphic.htm

learning graphics education visualization diagrams

shared by lkryder on 03 Jul 14 - No Cached
  • It is of course important to organize one's ideas before formal writing, but I now believe that all students should have the choice of whether to do so in outline or in some graphic form.
  • lkryder on 03 Jul 14
     
    visualizing ideas and types of visualization
  • lkryder on 03 Jul 14
     
    visualizing ideas and types of visualization
Teresa Dobler

Search Results choice for your children - 0 views

www.newmedialiteracies.org/?s=choice+for+your+children

technology

shared by Teresa Dobler on 11 Aug 14 - No Cached
  • teaching students to analyze the media they consume and to view themselves as both consumers and producers of media. However, this learning often is relegated to electives or to after-school programs rather than being integrated across curricula.
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      We need to include this in the regular curriculum!
sschwartz03

The Role of Questions in Teaching, Thinking and Le - 0 views

www.criticalthinking.org/...524

shared by sschwartz03 on 25 Jun 12 - No Cached
  • If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
    • Luke Fellows
      Luke Fellows on 27 Jun 13
       
      Arts teach student's to ask questions, not provide answers. Like in Improv - "Yes, and..." this agrees a concept and adds to the narrative. Never negate. Like and answer. "Why?" Game. Superficial question that digs for deeper answers.
  • Thinking is not driven by answers but by question
  • ...4 more annotations...
  • This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • only students who have questions are really thinking and learning
  • all statements that this or that is so — are implicit answers to questions
  • Answers on the other hand, often signal a full stop in thought
  • Joan McCabe on 25 Jun 12
     
    How deep questions drive thought. Statements are contrived originally by answering questions.
  • ...1 more comment...
  • Catherine Strattner on 27 Jun 12
     
    So, how do we provide "artificial cogitation"?
  • Gary Bedenharn on 27 Jun 12
     
    Need to ask questions to be able to think and then comes the learning.
  • Maria Guadron on 28 Jun 12
     
    "Thinking is driven by questions"
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