Group items tagged

The Course Improvement Matrix was designed to provide a structured approach for online instructors – critical but sometimes marginalized stakeholders – to become more involved in the continuous improvement of online courses.

because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless

I can say that I think I am on a completely different level in my teaching and design work.

The findings suggested that students felt a sense of belonging to a learning community when they took online courses in this program.

The existing technology may still be a barrier without the supportive structure to enhance bonding within the online community

mirror neuron system (MNS)

The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians

Social and communication impairments represent some of the key diagnostic characteristics of autism

describe the generation gap separating today's students (the "Digital Natives") from their teachers (the "Digital Immigrants").

Digital Natives are used to receiving information really fast. They like to parallel process and multi-task.

Prensky's analogy struck a chord for me. I could easily identify with the 12-year-old boy who moves with his family to the "new world," quickly assimilates into the new culture, and learns to speak without an accent.

What is online presence?

There are several definitions of online presence, but I think the best term to describe online presence is ‘being there’ and ‘being together’ (Creating a Sense of Presence in Online Teaching)

Online learning should not about the technology but about the learning interactions – and being there

All messages in a linear or flat conversation are grouped under a single topic.

They are presented strictly in chronological order, with no regard as to which message a reply is directed towards.

The chief advantage of a threaded conversation is that the hierarchical structure allows the reader to see very quickly who is replying to whom.

sing technology and learning collaboratively online included getting to know each other, respecting individual differences, negotiating meaning with others, and self‐regulating.

understanding of key design elements for online courses: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.

structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasi

upplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program

If a research-based career is not the ultimate plan for doctoral candidates, then they must consider ways to supplement their education with experiences that directly complement their career goals.

 In short, “all knowing depends on the structure of the knower” and “every act of knowing brings forth a world”.

We can process information in 3 ways: Shallow Processing - This takes two forms 1. Structural processing (appearance) which is when we encode only the physical qualities of something.  E.g. the typeface of a word or how the letters look. 2. Phonemic processing – which is when we encode its sound. Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information.  This is the only type of rehearsal to take place within the multi-store model. Deep Processing - This involves 3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning. Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge.

Concept mapping requires thinking structurally about concepts, both object concepts and event concepts.

Microsystems consist of individual or interpersonal features

Mesosystems are the organizational or institutional factors that shape or structure the environment within which the individual and interpersonal relations occur

Macrosystems are the cultural contexts (Bronfenbrenner, 1979), not solely geographically or physically, but emotionally and ideologically

Classrooms become laboratories or studios, and yet content delivery is preserved.

the benefits of video in the classroom:

idea exchange

How do participants plan, implement and reflect upon their learning goals within Change MOOC?What strategies do they use to self-regulate their learning?What tools do they use to self-regulate their learning? How do participants draw upon collective knowledge – people and other environmental resources – when planning, implementing and reflecting upon their learning goals within Change MOOC? What are the environmental factors, in particular those related to the coherence of the information space and structure of the MOOC, that constrain or enable SRL? What are the similarities and differences in the use of SRL strategies between learners who have diverse self-regulatory profiles? For example, do learners who score higher on self-regulatory skill measures use significantly different goal planning, implementation and reflection strategies than participants who score lower on the SRL measures?

Despite the fact that this project engaged students on many levels and taught them story structure, characterization, use of dialogue, and exposition, it was jettisoned last year because of the national shift to the Common Core. It was replaced with an eight-page (for sixth graders!) research project.