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ian august

Learning by teaching - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_by_teaching

learning by teaching

shared by ian august on 30 Jun 11 - Cached
  • Students as teachers in order to improve the learning-process
  • Jean-Pol Martin developed the concept systematically for the teaching of French as a foreign language and gave it a theoretical background in numerous publications.[9] 1987 he founded a network of more than a thousand teachers that employed learning by teaching (the specifical name: LdL = "Lernen durch Lehren") in many different subjects, documented its successes and approaches and presented their findings in various teacher training sessions.
  • . The new material is divided into small units and student groups of not more than three people are formed. Each group familiarizes itself with a strictly defined area of new material and gets the assignment to teach the whole group in this area
  • ...4 more annotations...
  • Advantages Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor Next to subject-related knowledge students gain important key qualifications like teamwork planning abilities reliability presentation and moderation skills self-confidence Disadvantages The introduction of the method requires a lot of time. Students and teachers have to work more than usual. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus.
  • Sudbury schools, since 1968, do not segregate students by age, so that students of any age are free to interact with students in other age groups. One effect of this age mixing is that a great deal of the teaching in the school is done by students.[18] Here are some statements about Learning by teaching in the Sudbury Schools:[19] "Kids love to learn from other kids. First of all, it's often easier. The child teacher is closer than the adult to the students' difficulties, having gone through them somewhat more recently. The explanations are usually simpler, better. There's less pressure, less judgment. And there's a huge incentive to learn fast and well, to catch up with the mentor. Kids also love to teach. It gives them a sense of value, of accomplishment. More important, it helps them get a better handle on the material as they teach; they have to sort it out, get it straight. So they struggle with the material until it's crystal clear in their own heads, until it's clear enough for their pupils to understand
  • This cooperative atmosphere mimics potential workplace scenerios that students would expect to find in there careers after college
  • Jean-Pol Martin (1989): Kontaktnetz: ein Fortbildungskonzept, in: Eberhard Kleinschmidt,E.(Hrsg.), Fremdsprachenunterricht zwischen Fremdsprachenpolitik und Praxis: Festschrift für Herbert Christ zum 60. Geburtstag, Tübingen. 389-400, (PDF 62 KB)
sherrilattimer

Report: Google Spending $1B on Internet Satellites - World Wide Web on Top Tech News - 0 views

www.toptechnews.com/...index.php

shared by sherrilattimer on 03 Jun 14 - No Cached
  • Search giant Google has been working on Internet expansion technologies for at least a few years and its latest project could involve spending $1 billion on 180 satellites, according to the Wall Street Journal. Just like the balloons in Google's Project Loon, the satellites would be used to extend Internet access to large groups of people in remote areas
  • Since Project Loon was first revealed and subsequently rolled out in a test run over New Zealand, many people have praised Google for its Internet expansion initiatives. The majority of people on earth do not have access to the Internet and with Project Loon ability to provide 3G-like speeds, people could at least get online for simple tasks if there is no ground-based Internet provider.
alexandra m. pickett

The Artist's Toolkit - 0 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment art terms vocabulary animations

shared by alexandra m. pickett on 09 Aug 14 - No Cached
  • The site is interactive, annimated, and allows users to create works based on the tools that they've learned about.
    • lkryder
      lkryder on 14 Aug 14
       
      I will use this to help students understand the vocabulary of formal aspects of art works. This is designed for kids but it is fun to use and the animations are actually overlaying real works of art. Exactly the deconstruction of what we will be doing in class all semester. I think it helps make the connection better than a simple text explanation from me.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 14
       
      for some reason when i view this sticky, it does not recognize you as the one that left the sticky. Down at the bottom of the sticky it should say "group Highlight by LKR, share to group ETAP640." i don't understand why that happens. However, I know that this is you.
  • lkryder on 09 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • lkryder on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
  • alexandra m. pickett on 17 Aug 14
     
    I bookmarked this a while back in diigo but might not have used the merlot entry address, but instead bookmarked the actual tool itself in loco
Nicole Arduini-Van Hoose

Bringing Life to Online Instruction with Humor - 1 views

radicalpedagogy.icaap.org/...shatz.html

shared by Nicole Arduini-Van Hoose on 29 Jun 10 - Cached
  • Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
  • Of the personal dimensions of teaching, humor is the most human of them all. T
  • Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
  • ...26 more annotations...
  • The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
  • e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
  • simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
  • nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
  • several ways that instructors can enhance visual humor for the online environment
  • journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
  • Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
  • e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
  • For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
  • We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
  • use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
  • For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
  • the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
  • The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
  • The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
  • Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
  • ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
  • For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
  • course, we strongly encourage instru
  • course, we strongly encourage instru
  • luding funny quotes, jokes, and cartoons, and in this section, we identify resources for locating pedagogical humor. When deciding which material to use for the online course, we strongly encourage instructors to c
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
  • ll the students unders
  • A wide range of hum
  • Sue Rappazzo on 29 Jun 10
     
    "The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device. In a commentary noting the need for humor in online courses, James (2004) observed that "Because humor is one of the major traits of the best, most effective teachers, it is a characteristic that all teachers should want to hone, practice, and nurture, regardless of medium" "
  • Diane Gusa on 09 Jul 11
     
    Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
  • Nicole Arduini-Van Hoose on 12 Jul 11
     
    explain how instructors can incorporate humor in an online course, the enhancement humor can bring, guidelines for locating, selecting, developing, and integrating humor into an online courses, and examples of humor in various online components.
alexandra m. pickett

Feedback on ETAP 640 Blogs II - YouTube - 1 views

www.youtube.com/watch

shared by alexandra m. pickett on 17 Oct 19 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      example sticky note.
  • Feedback on ETAP 640 Blogs II
  • #etap640 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • ...9 more annotations...
  • Feedback on ETAP 640 Blogs II
  • notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • Feedback on ETAP 640 Blogs II
  • Feedback on ETAP 640 Blogs II
  • back for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • This is a comment.
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      Example of a comment using the sticky notes feature and a highlight.
  • 1This is a comment.
alexandra m. pickett

25 incredibly useful Google Docs tips and tricks - 3 views

www.fastcompany.com/...idnt-know-google-docs-could-do

google docs

shared by alexandra m. pickett on 04 Sep 18 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 04 Sep 18
       
      you should read this!
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Once you have, what did you learn?
  • When you’re working in a word processor, every second you save matters. And while Google Docs may seem simple on the surface, it’s practically overflowing with out-of-sight options that can help you get more done with less effort.
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