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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."
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Moodle in English: Automatic Completion Tracking for Database Activity - 0 views

moodle.org/...discuss.php Moodle database tool activity tracking
shared by lkryder on 12 Jul 14 - No Cached
  • lkryder on 12 Jul 14
     
    some tidbits on use of database tool and activity that might be useful to folks - will try to find the training material for referenced strategy and bookmark
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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.
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Creating Social Presence in Online Learning Environments - 0 views

insdsg602-s13-manning.wikispaces.umb.edu/...e%20in%20online%20learning.pdf online learning social presence
shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    This article suggests strategies for creating social presence
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An Instructional Strategy Framework for Online Learning Environments - 0 views

olms.cte.jhu.edu/...nal%20Strategy%20Framework.pdf online learning Instructional Design
shared by Maree Michaud-Sacks on 03 Jun 13 - No Cached
  • Maree Michaud-Sacks on 03 Jun 13
     
    This article suggests a combination of traditional learning theories can be adapted to form good practice for online learning.
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Patterns of Interaction and Participation in a Large Online Course: Strategies for Fost... - 0 views

www.ifets.info/...23.pdf large online course discussion
shared by Maree Michaud-Sacks on 07 Jun 13 - No Cached
  • Maree Michaud-Sacks on 07 Jun 13
     
    This article offers many ideas for fostering discussion in large online courses
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Strategies to Engage Online Students and Reduce Attrition Rates - 0 views

www.thejeo.com/...Angelino%20Final.pdf self-regulation online learning
shared by Maree Michaud-Sacks on 14 Jun 13 - No Cached
  • Maree Michaud-Sacks on 14 Jun 13
     
    This article explores how to reduce attrition rates through engaging students and supporting self-regulation.
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Practical Tips for Preventing Cheating on Online Exams - 0 views

www.vcu.edu/...OC0704.pdf online testing cheating Assessment multiple choice
shared by Maree Michaud-Sacks on 11 Jun 13 - No Cached
  • Maree Michaud-Sacks on 11 Jun 13
     
    helpful strategies to prevent cheating
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Replicating the Use of a Cognitive Presence Measurement Tool - 1 views

auspace.athabascau.ca/...JIOL_Cognitive_Presence.pdf Cognitive presence strategies
shared by Heather Kurto on 09 Jun 13 - No Cached
  • Heather Kurto on 09 Jun 13
     
    "Table 2 Community)of)Inquiry)Categories"
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Taylor & Francis Online :: The Cognitive Perspective on Learning: Its Theoretical Under... - 0 views

www.tandfonline.com/...00098655.2011.568989 Behaviorism teacher-centered online learning
shared by Diana Cary on 15 Jun 13 - No Cached
  • Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction.
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Goals and Strategies of a Problem-based Learning Facilitator - viewcontent.cgi - 0 views

docs.lib.purdue.edu/...viewcontent.cgi cognitive presence online learning
shared by Maree Michaud-Sacks on 28 Jun 13 - No Cached
  • Maree Michaud-Sacks on 28 Jun 13
     
    list of facilitation techniques that can be used in online instruction
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Taylor & Francis Online :: Guiding or Hiding? The Role of the Facilitator in Online Tea... - 0 views

www.tandfonline.com/...713698967 online teaching facilitator role
shared by Diana Cary on 08 Jul 13 - No Cached
  • learn strategies for developing online “antennae”, for humanizing the electronic environment, and new ways to guide students to discuss, critique and reflect together as they engage in the construction of meaning.
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Facilitating Interaction in Computer Mediated Online Courses - 0 views

repository.maestra.net/...Facilitating%20Interaction.htm control online courses
shared by Diana Cary on 02 Jul 13 - No Cached
  • In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
  • The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
  • Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
  • ...11 more annotations...
  • control
  • From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
  • Students become complex problem-solvers rather than just memorizers of facts
  • Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
  • Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
  • Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
  • From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
  • From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
  • From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
  • More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
  • Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
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103chap7.pdf (application/pdf Object) - 0 views

www.ntlf.com/...103chap7.pdf teaching online critical thinking skills
shared by Catherine Strattner on 27 Jun 12 - No Cached
  • Catherine Strattner on 27 Jun 12
     
    This is a chapter on Critical-Thinking Strategies for online learning. I believe it is an excellent resource regarding structuring and moderating online discussions that promote critical thinking.
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Strategies for Effective Online Group Work: Virtual Work Groups - 0 views

www.brighthub.com/...54305.aspx
shared by William Meredith on 24 Jun 12 - Cached
  • 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
  • ...4 more annotations...
  • 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 don
  • by one person only
  • It is recommended to define a communication plan and communicate regularly with an instant manager or video chat.
  • All group members should have their own tasks for which they are responsible. If done accurately, they should be rewarded in terms of acknowledgement in the form of a group thank you message
  • William Meredith on 24 Jun 12
     
    How to be successful in online groups
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