Skip to main content

Home/ ETAP640/ Group items tagged universal

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Amy M

Open Courses, Nearly Free - NYTimes.com - 0 views

www.nytimes.com/...25future_people.html

shared by Amy M on 05 Jun 12 - No Cached
  • Mr. Reshef sees his project as a way to use the Internet to bring higher education to poor students around the world.
  • The university is not accredited, and it offers programs only in business administration and computer science. But in June, it got two votes of confidence: New York University announced a partnership under which unusually promising but needy University of the People students might be able to enroll at N.Y.U.’s Abu Dhabi campus and receive financial aid, and Hewlett-Packard announced an internship program, saying it believed strongly “in the work UoPeople is doing to democratize higher education.”
  • Amy M on 05 Jun 12
     
    Open Courses needed in Haiti after earthquake
Amy M

Members | www.kuali.org - 0 views

kuali.org/Members

shared by Amy M on 11 Jun 12 - No Cached
  • Amy M on 11 Jun 12
     
    members in Kuali
Anneke Chodan

The Special Education Paradox: Equity as the Way to Excellence - 0 views

bookbuilder.cast.org/view.php

special education universal design resources accessibility accommodations

shared by Anneke Chodan on 12 Jun 12 - No Cached
  • Anneke Chodan on 12 Jun 12
     
    Live example of universal design in learning - love it!
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Maria Guadron

Cornell University - Digital Literacy Resource - 0 views

digitalliteracy.cornell.edu

online learning digitalliteracy web2.0

shared by Maria Guadron on 16 Jun 12 - Cached
  • Maria Guadron on 16 Jun 12
     
    Digital literacy resources from Cornell University.
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.
lkryder

Prominent Ed-Tech Players' Data-Privacy Policies Attract Scrutiny - Education Week - 0 views

www.edweek.org/...28privacy_ep.h33.html

players policies scrutiny education data privacy students

shared by lkryder on 12 Jun 14 - No Cached
  • Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information—and opening the gates for a flood of new questions and worries from advocates and school officials.
  • "We're just scratching the surface with our understanding of how the education sector is gathering and looking to monetize student information," said Joel R. Reidenberg, a law professor at Fordham University, in New York, and Princeton University. "We as a society need to have a very clear discussion about how we want to protect the privacy of our children in this environment."
  • But many are concerned that the horse is already out of the barn. Last month, for example, Education Week
  • lkryder on 12 Jun 14
     
    student data and who uses it and how
Alicia Fernandez

Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views

www.ifets.info/...10.pdf

instructional design online learning online student attitudes online instructor attitudes

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
Joan Erickson

Universal Design in Education: Teaching Non-traditional Students: Bowe - 1 views

www.udeducation.org/...bowe.asp

shared by Joan Erickson on 01 Jul 10 - Cached
  • Present information in multiple ways
  • www.cast.org
  • Offer multiple ways for students to interact with and respond to curricula and materials
  • ...5 more annotations...
  • Provide students with options for demonstrating knowledge and skills.
  • Provide multiple ways for students to find meaning in the material and thus motivate themselves
  • Make good use of personal and course Web pages.
  • redundant
  • As a product of Eurocentric cultures, I automatically value promptness in my students, expect them to complete their academic work even if family needs intervene, and measure performance by each student individually.
  • Joan Erickson on 01 Jul 10
     
    tips on making course material with universal design
Joan Erickson

Grade Inflation Article - Teaching Resources - Center for Excellence in Teaching and Le... - 0 views

www.mnsu.edu/...gradeinflation.html

shared by Joan Erickson on 12 Jul 10 - Cached
  • definition is that grade patterns change so that the overwhelming majority of students in a class, college, or university receive higher grades for the same quantity and quality of work done by students in the past
  • corollary to this definition is the same GPA obtained by students with poorer academic skill
  • less well known version of grade inflation is "content deflation" where students receive the same grades as students in the past but with less work required and less learning
  • ...9 more annotations...
  • Poor grades exposed male students to the military draft
  • colleges and universities mandate frequent student evaluations of faculty
  • These same evaluations play an increasingly important role in tenure and promotion decisions
  • Factors such as student effort, student persistence, student improvement, and class attendance count in favor of the students who possess these desirable characteristics
  • faculty member who believes that grades are a vehicle to please students rather than to recognize and reward performance will tend to give higher grades
  • Similarly a professor less willing to distinguish superior work from good or average work will tend to impart an upward bias to grades
  • large number of non-traditional students, and a large number of working students all tempt professors to lower their expectations by reducing the number of textbooks
  • current trend for classroom assessment by external authorities as an attempt to obtain again meaningful feedback on the quality of student performance.
  • use of just five categories of grades (A-F) has, in the minds of some, contributed to overall grade inflation
  • Joan Erickson on 12 Jul 10
     
    insightful explanation the reasons why grades are inflated
Bill Hooper

Purdue University Homepage - 0 views

www.purdue.edu

purdue

shared by Bill Hooper on 06 Jun 09 - Cached
  • Bill Hooper on 06 Jun 09
     
    This is the homepage for Purdue University
Luke Fellows

UDL Guidelines 2.0 | National Center On Universal Design for Learning - 0 views

www.udlcenter.org/...udlguidelines

shared by Luke Fellows on 31 May 10 - Cached
  • Kelly Hermann on 31 May 10
     
    Universal design for learning is a concept that is quite popular within the disability field right now because it emphasizes usability for all. Many feel that this leads to universal accessibility for students with disabilities. CAST is one of the leader's in the field, helping educators to apply the principles to their teaching.
Kelly Hermann

Technology and Universal Design - 1 views

www.washington.edu/...technology.html

Technology Disability

shared by Kelly Hermann on 31 May 10 - Cached
  • Kelly Hermann on 31 May 10
     
    DO-IT is a federally funded grant program from the University of Washington that provides many resources for faculty and staff working with students with disabilities. This particular page takes you to the page on their site with information and resources regarding technology for individuals with disabilities.
  • Sue Rappazzo on 02 Jun 10
     
    Great resource. Thanks.
ian august

University of the future is here | The Australian - 0 views

www.theaustralian.com.au/...story-e6frgcjx-1226066713881

online learning experts

shared by ian august on 04 Jun 11 - No Cached
  • Marc Prensky
  • What many educators often forget is that reading and writing, although they have enjoyed primacy for hundreds of years, are very artificial ways to communicate, store and retrieve information," he says.
  • Prensky argues that only 10 per cent to 20 per cent of people in any society are highly literate and points out that YouTube already hosts more video content than was produced in the entire history of broadcast television, including millions of how-to videos that show, not tell.
  • ...2 more annotations...
  • Australian internet expert, Matthew Allen from Curtin University vigorously disagrees."We have to get over the myth that mobile phones have eaten the brains of our children and talk productively about using new communications tools."There is an untapped reservoir of interest and enthusiasm, and if you can find the right tasks [that] empower students, it's like reaching a [teaching] tipping point," Allen says.
  • The future role of formal education may be to help us navigate through this information in a really useful way
ian august

Our Big Idea: Open Social Learning | blog@CACM | Communications of the ACM - 0 views

cacm.acm.org/...fulltext

online learning social community peer facebook tool

shared by ian august on 04 Jun 11 - No Cached
  • I was charged with explaining my "innovative approach to open social networks for learning"
  • Access. In 1996, Sir John Daniel estimated we would need to create a major university every week to educate the 100 million students qualified to enter a university who have no place to go. Fifteen years later, universities have simply not kept pace with the staggering demand for college education
  • 2007 Silent Epidemic study funded by the Gates Foundation, I had what my students would call (pardon their French) a WTF moment. Eighty-eight percent of high school dropouts have passing grades. Huh? Nearly half say they are bored and classes are not interesting.
  • ...6 more annotations...
  • Technology doesn't help either. They find video lectures and Powerpoints boring, and they read less with e-textbooks than with traditional textbooks. These kids aren't failing out of school; they are simply disengaging.
  • What, then, engages this generation? Social media, for one. They spend 10-15 hours a week on Facebook
  • Open Social Learning. Imagine a Facebook where the point is to study together, not trade pictures and jokes. Imagine a World of Warcraft where students earn levels and points by helping each other learn. Not a video game that teaches physics; instead, let's create an educational experience that is social and game-like.
  • we built a site called OpenStudy , the first large-scale social network that enables students to connect, get help, study together, and earn social capital through game-like rewards.
  • It is a vibrant community of students and teachers, teenagers and adults, people from more than 150 countries engaged in a single activity: learning.
  • OpenStudy is built on three core ideas: open, peer-to-peer, and community of learning.
  • ian august on 04 Jun 11
     
    a big idea, in online learning, social community peer facebook type tool build around learning
Diane Gusa

Learning in an online distance education course: Experiences of three international stu... - 0 views

www.irrodl.org/...1481

learning online culture styles

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Diane Gusa on 29 Jun 11
     
    Zuochen Zhang University of Windsor, Canada Richard F. Kenny Athabasca University, Canada This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment.
Alicia Fernandez

Learner Generated Contexts - 0 views

learnergeneratedcontexts.pbworks.com/...l%20for%20designing%20learning

andragogy heutagogy pedagogy learner generated context learning continuum

shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
  • Alicia Fernandez on 07 Jun 14
     
    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
cpcampbell88

Cooperative Learning - 0 views

www.context.org/...johnson

shared by cpcampbell88 on 03 Jul 14 - No Cached
  • cpcampbell88 on 03 Jul 14
     
    Roger and David Johnson are brothers who are managing to work cooperatively as faculty at the College of Education, University of Minnesota (202 Pattee Hall, Minneapolis, MN 55455).- Robert GilmanH...
  • cpcampbell88 on 03 Jul 14
     
    Roger and David Johnson are brothers who are managing to work cooperatively as faculty at the College of Education, University of Minnesota (202 Pattee Hall, Minneapolis, MN 55455).- Robert GilmanH...
Joan McCabe

A Preliminary Investigation of "Teaching Presence" in the SUNY Learning Network - 0 views

ualbany.mrooms.net/...minary_investigation_of_TP.pdf

student satisfaction online pedagogy teacher presence

shared by Joan McCabe on 27 Jun 12 - No Cached
  • Gary Bedenharn on 27 Jun 12
     
    Foundation for online courses.
  • Maria Guadron on 28 Jun 12
     
    "Guiding questions create a knowledge-centered learning environment "
  • Joan McCabe on 09 Jul 12
     
    This paper examines issues of pedagogy, faculty development, student satisfaction, and reported learning in the State University of New York (SUNY) Learning Network (SLN).
« First ‹ Previous 41 - 60 of 272 Next › Last »
Showing 20▼ items per page