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Gary Bedenharn

Mercury & Venus The Inner Planets (The Universe 1) part 25 of 60 - YouTube - 0 views

www.youtube.com/watch

space astronomy science terrestrial inner mercury venus planets

shared by Gary Bedenharn on 08 Jul 12 - No Cached
  • Gary Bedenharn on 08 Jul 12
     
    Detail video on Mercury and Venus
Amy M

Creativity & Multicultural Communication - 0 views

www.cdlprojects.com/cmc11blog

shared by Amy M on 04 Jun 12 - No Cached
  • CMC11  is an open online course that over 13 weeks explores the domain of Creativity and global communication in multidisciplinary venues. Participation is open to everyone and there are no fees or subscriptions required. Please make sure you register here to receive the daily newsletter, NewPosts.
    • Amy M
      Amy M on 04 Jun 12
       
      There are also some youtube videos at the bottom that might be of interest.
  • Amy M on 04 Jun 12
     
    An example of a MOOC offered through a college.  Some students received college credit.
Kristen Della

The Galilean Library, Collaborative Learning, Epistemology - 0 views

www.galilean-library.org/...5-epistemology-1-r22

Collaborative library epistemology Galilean

shared by Kristen Della on 05 Jun 11 - No Cached
  • Kristen Della on 05 Jun 11
     
    The Galilean Library is a community-driven learning resource and forum community, named after the famous Florentine Galileo Galilei and inspired by the sheer scope, influence and consequences of his work. Its aim is to provide a venue for people to meet and discuss to help one another learn and develop together. The site includes a resource library of essays and interviews, and is based on the conviction that people should have access to learning and education, together with the opportunity to study and discuss things with others, even if they do not have...
Teresa Dobler

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stone_0911.htm

online learning teaching

shared by Teresa Dobler on 08 Jul 13 - No Cached
  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
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  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  • lkryder on 11 Jun 14
     
    online and on campus teaching should both take the same amount of prep
Nicole Arduini-Van Hoose

Bringing Life to Online Instruction with Humor - 1 views

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

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