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Heather Kurto

Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views

www-jime.open.ac.uk/...html

MOOCs education open education

shared by Heather Kurto on 11 Aug 13 - No Cached
  • The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
  • The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
  • Can xMOOCs make money?
  • ...10 more annotations...
  • technology has been about to transform education for a long time
  • In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
  • But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
  • He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
  • teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
  • Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
  • With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
  • pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
  • This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
  • With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
rhondamatrix

Fearless Writing (a book by Tom Romano) - 2 views

www.heinemann.com/...romanosamplechapter.pdf

teaching learning

shared by rhondamatrix on 11 Jun 14 - No Cached
  • rhondamatrix on 11 Jun 14
     
    This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
  • dkiesel on 11 Jun 14
     
    Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
  • rhondamatrix on 11 Jun 14
     
    Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
Teresa Dobler

What is Word Wrap? Webopedia - 1 views

www.webopedia.com/...word_wrap.html

word wrap

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • hen you fill one line with text, the word processor automatically jumps to the next line so that you are not required to keep track of line lengths and to press the Return key after each line
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      This is probably mentioned in contrast with older word processors or perhaps type writers when one had to be aware of when the line was ending.
  • sschwartz03 on 02 Jun 14
     
    No idea what this was!
lkryder

Excerpts from Manufacturing Consent, Noam Chomsky interviewed by various interviewers - 0 views

www.chomsky.info/...1992----02.htm

chomsky manufacturing consent

shared by lkryder on 12 Jun 14 - No Cached
  • QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.
    • lkryder
      lkryder on 12 Jun 14
       
      Interestingly, the blogosphere, including microblogging like Twitter, has undermined this manufacture of consent in some ways but also trivialized areas of major concern because of the emphasis on popularity and "like" type responses in social media. But social media has definitely changed the landscape and big data has changed the relationships with the entities in a position to influence and control information and frame issues within the public eye.
  • lkryder on 12 Jun 14
     
    A good introduction to Chomsky on consent
efleonhardt

Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | ... - 1 views

www.irrodl.org/...1271

Collaboration Online

shared by efleonhardt on 15 Jul 13 - Cached
  • Access to education should not mean merely access to content
    • efleonhardt
      efleonhardt on 18 Jun 14
       
      I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
  • instructor skill in creating and managing interaction in online courses
  • rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
  • ...13 more annotations...
  • course design as a critical factor in determining the quantity, quality, and type of interactivity
  • connectivism
  • it relies on the connected learning that occurs through interaction with various sources of knowledge
  • participation in communities of common interest, social networks, and group tasks.
  • Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
  • Transparency of expectations
  • Transparency of expectations
  • Clear instructions
  • Clear instructions
  • Meaning-making/relevance
  • Meaning-making/relevanc
  • scaffolding
  • informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
mikezelensky

Student-led facilitation strategies in online discussions - 0 views

www.public.iastate.edu/...0facilitation%20strategies.pdf

shared by mikezelensky on 03 Jul 14 - No Cached
  • rhondamatrix on 03 Jul 14
     
    This article describes a study done in a graduate education course, where students were asked to facilitate discussions. It highlights specific discussion types and walks through the problems students experienced adjusting to this new role. (Even though they were teachers themselves, these graduate students weren't accustomed to functioning in the teacher role during an online class!)
  • mikezelensky on 14 Jul 14
     
    This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions...
alexandra m. pickett

My thoughts are free - 3 views

2kool4skool2014.edublogs.org

shared by alexandra m. pickett on 28 Jun 14 - No Cached
  • There are just too many posts.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
  • if the “essence” of the student can never be felt through a computer?
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
  • These are essentials missing from online courses that can not be seen.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      REALLY?????!!!
  • ...7 more annotations...
  • can’t be measured.In class,
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
  • ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
  • Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
  • how could she even know what type of personality her professor has if she has never even seen him in person
    • alexandra m. pickett
      alexandra m. pickett on 28 Jun 14
       
      Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
  • it’s worth it. I
  • This “cured” my misconception, as this course marked my first course ever taking an online course.
  • I feel amazing
Joan Erickson

ITD Journal - 0 views

people.rit.edu/...abell.htm

shared by Joan Erickson on 08 Jun 10 - Cached
  • Teachers and students need assessment tools that connect to individual learning styles and provide key information to teachers. This information will help to guide instruction and allow students to connect with their unique learning style
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      This sounds very vague to me. I would like to see concrete examples of this
  • assessment to provide feedback and adjustment for the instructional process
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      Bingo!
  • Universal Design
  • ...4 more annotations...
  • assessment as a deliberate use of many methods to obtain evidence to indicate if students are meeting standards
  • Many of the premier online assessment vendors offer only rudimentary, machine scored true/false, or multiple-choice responses with automatic feedback or essay storage without scoring. Little research has been done to integrate the deep knowledge base we have of learning and assessment into future online assessment tools
  • diverse types of classroom assessments
  • Teachers using online assessment tools can better analyze and adjust teaching approaches based on real-time student assessment data only available through online assessment tools
Melissa Pietricola

http://www.uncp.edu/home/dente/online.htm - 0 views

www.uncp.edu/...online.htm

hybrid teaching technology

shared by Melissa Pietricola on 16 Jun 10 - Cached
  • Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others
    • Melissa Pietricola
      Melissa Pietricola on 16 Jun 10
       
      I think this-giving everyone the opportunity to speak is the most significant benefit for my students in having the course by a hybrid
  • only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.
  • Consequently, online students do more work and cover more subject matter.
  • ...5 more annotations...
  • This constant interaction with the subject matter greatly increases learning retention.
  • Students are more active and self-directed in their learning.
  • discussion is richer because it is recorded
  • class discussions easily cross week boundaries. It is very common for a discussion which began in the first week of the course to resurface in the fourth week when new learnings shine a fresh perspective on it. This type of dialogue feels much more natural than the fragmented discussions I experienced in the classroom.
  • My experience with teaching online is that it is a different thing. I encourage us all to experiment in both our face-to-face and virtual learning encounters and to share what seems to work and not work.
  • Joan Erickson on 16 Jun 10
     
    it is a short, easy read, and yet stresses important points we educators all experience
  • Melissa Pietricola on 16 Jun 10
     
    benefits of online learning
Sue Rappazzo

PREPARING OR REVISING A COURSE - 0 views

honolulu.hawaii.edu/...prepcors.htm

shared by Sue Rappazzo on 30 Jun 10 - Cached
  • fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
  • Distinguish between essential and optional material.
  • Cut to the chase. Go for the most critical skills or ideas and drop the rest
  • ...5 more annotations...
  • Devise a logical arrangement for the course content.
  • Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
  • Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
  • List all class meetings.
  • elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
alexandra m. pickett

etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Brilliant! i love how you have made your thinking visible to me here!!!
  • 2) leaving my comfort zone and exploring methods I had little training in. 
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      i am so glad you choose #2, joan!
  • ...23 more annotations...
  •  Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
    • Shoubang Jian
      Shoubang Jian on 18 Jul 10
       
      Well said. I couldn't agree with you more.
  • Then I think about the etap course now.  The teaching presence is so apparent.  I see it from the professor in the way shes asks questions and my classmates in their posts.  I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
  • I don’t really care how students categorize me as a certain type or style of teacher.  I want to know if I am a good teacher in terms of challenging students to obtain knowledge. 
  • ” yeah, Joan Erickson is not easy but she can get you to do really good work.  And you know you are learning stuff in her class.”  
  • learning.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      don't forget to self assess : )
  • But does it make sense to a novice learner’s eye?
  • I love my subject, but I have failed to utilize the human nature to my advantage.  I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn. 
    • Sue Rappazzo
      Sue Rappazzo on 21 Jul 10
       
      This is very moving Joan. You must be a great teacher to think this way.
  • I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
    • Francisca Capponi
      Francisca Capponi on 21 Jul 10
       
      Hi Joan (4) I have the same fear, I think they will be more slow that we expect, so we have to be patient, and encourage them to participate at first, and wait till they feel comfortable participating, but I hope it will work after a while!
  • Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern…  I am the course designer, it is my job to minimize any possible glitches.  It is my job to provide students with a doable and engaging learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 10
       
      exactly!!
  • I see more clear vision of myself as an educator.  During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class?  What was the harm in that I wouldn’t even consider trying it?
  • I’ve finally made the connection between theory and application.  I witnessed firsthand the benefit of social constructivism.  It can be done.  Our etap687 course is a living proof.
  • I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
  • Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
  • have 2 weeks left.  I want to make a difference.  I CAN make a difference.  I can use the web 2.0 applications as my allies.  There is enough time for me to plan and implement changes in the f2f courses before school starts.
  • My reflecting puddle may seem small, because there is so much to learn and I’ve just begun.  But my puddle is deeper and its water runs clearer now.  Taking education courses  is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas.  I needed it.  It’s reshaped my outlook on teaching.
  • 2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”.  I still think it’s a puddle; it is still small(but so much deeper!).  I can recount the discoveries on this etap687 journey when I stare into the puddle.  I see the following things:
  • ’t believe we are coming to the end of this course.  It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
  • Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
  • My self efficacy is low.  Does it matter in the end?  I only have two  options:  If I cant’ seem to do the work, I should leave the course.  Or, I try with my darnedest effort, and see where I land. Time to take a chance!  I think I will have a lot to gain!
  • So this is what I’m gonna do:  I will blog here periodically and document my journey in the Ed Psych course.  Let’s see if I can be honest with myself.  Learn because life in general is interesting and worth exploring, and I can’t capture all on my own.  So I go to the experts and learn knowledge from them.
  • For weeks and weeks I was obsessed with making Jing videos, trying new communication tools.  I thought WOW, these are the coolest things I’ve learned this summer!  Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching.  What other tasks should be let go in order to make room for the new things in my practice?  What educational principles do I base on to justify the changes?  What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
    • alexandra m. pickett
      alexandra m. pickett on 29 Jun 11
       
      hi joan!
  • I added several communication tools.  I want the students to feel that I want to talk to them.  I want them to hear and see me.  (again, teaching presence and social presence.)
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 11
       
      good point
Diane Gusa

Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

shared by Diane Gusa on 28 Jun 10 - Cached
  • The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
  • The ‘more knowledgeable other’, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Learning is a process, and scaffolding supports that process
  • Joy Quah Yien-ling on 28 Jun 10
     
    Fading is a key component of instructional scaffolding.
Joy Quah Yien-ling

Alternative Question Types: Questioning Toolkit - 0 views

www.fno.org/toolkit.html

thinking questions Socratic Inquiry

shared by Joy Quah Yien-ling on 26 Jun 10 - Cached
  • Joy Quah Yien-ling on 26 Jun 10
     
    Very interesting way of classifying questions. Includes "irreverent", "irrelevant questions" and "provocative questions". What happens if we consistently ask only "safe" questions? Is it acceptable for students be made aware of, and taught to ask "irreverent questions"?
alexandra m. pickett

studyfinance.com - Overview: Getting Started With Excel - 0 views

www.studyfinance.com/...index.mv

shared by alexandra m. pickett on 20 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 10
       
      hi sue, not sure why you were unable to add a sticky to the page... ? try again. you can add 2 kinds of stickies: 1. is a comment on the entire page like this. 2. the other is a comment on a particular highlighted text. i will demonstrate. : ) me
  • As discussed before, data is entered by selecting a cell and entering data. In the illustration below, if you wanted to enter the year column (column A) you would click on cell A2, type 1997 and press [ENTER]. Entering the data would automatically advance the active cell to the next row or cell A3.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 10
       
      Sue: this is a sticky note that is associated with a particular section of highlighted text. : )
  • Sue Rappazzo on 20 Jul 10
     
    I wanted to add sticky notes but that does not appear to be an option with this material. Id the format of the document? I plan to include this in my course. Now I have to decide if I eliminate my video Excel intro that I created in jing or do I add this as another resource. I think I am inclined to keep both.
  • Sue Rappazzo on 20 Jul 10
     
    module 4 assignment
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