hamper classroom relationships
David Sirota Official Website - 0 views
Of Plato and iPads: Should We Use Technology in the Classroom? | The American Conservative - 0 views
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students can easily disengage, looking at other apps (some for school and others surely for entertainment), perusing websites, and checking email
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I do share the concern that my students will be off task during my lessons - however, can't they also be disengaged while taking notes in a paper notebook? I also, thankfully, have small enough class sizes that I can stand behind the room and see most computers, so it is easy to spot obviously off track students (ie someone in their email rather than a document).
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The focus in a technological classroom changes from student-to-student and/or student-to-teacher to a student-computer relationship, with the teacher occasionally breaking into this primary bond.
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When used correctly, I would disagree. My students are still interacting with each other. They are often working on the same shared document to create a product, or are talking in a small group and documenting the work in a document. More recently, I have also had students working in groups to produce songs, movies, and other multimedia products to show what they have learned. Thus, I can see in my own classroom that students are still able to interact richly with each other.
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Howie DiBlasi - 0 views
Learning from experience - 0 views
Say it quick, say it well - the attention span of a modern internet consumer | Media Ne... - 0 views
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nclude key information upfront and begin with the end in mind – a time poor website visitor is looking for instant clarification they are in the right place
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the modern day consumer will scan a page to try and pick out the piece of information they are looking for
File or website link - MoodleDocs - 0 views
Learning from experience - 0 views
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It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
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It is important for students to engage in the learning process. Lectures are not always the most beneficial way for students to learn. Experiences can be created to enhance student learning.
Do Online Labs Work? - 1 views
REAP > Theory & Practice > Conceptions - 0 views
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In this website some key assumptions are made about assessment and feedback. In particular, the primary purpose of these processes is conceptualised as being to enable students to develop as self-regulated learners, able to monitor, evaluate and regulate their own learning. This does not mean a focus on individual learning. Rather, student self-regulation is more likely to be developed through collaboration amongst students rather than by individualistic approaches to learning.
Raph's Website - 0 views
Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
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Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%, and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
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learners in employment bring a different set of needs, strategies and motivations to the learning process.
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frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
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Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
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The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
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Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
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