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Your Best Training Tool - Target Heart Rate - 0 views

www.thewalkingsite.com/thr.html

shared by Mark Prelewicz on 01 Jun 12 - Cached

You should know your Maximum Heart Rate and your correct training zone to know if you are training at the right pace.
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Healthy Heart Zone (Warm up) --- 50 - 60% of maximum heart rate: The easiest zone and probably the best zone for people just starting a fitness program. It can also be used as a warm up for more serious walkers. This zone has been shown to help decrease body fat, blood pressure and cholesterol. It also decreases the risk of degenerative diseases and has a low risk of injury. 85% of calories burned in this zone are fats!
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Fitness Zone (Fat Burning) --- 60 - 70% of maximum heart rate: This zone provides the same benefits as the healthy heart zone, but is more intense and burns more total calories. The percent of fat calories is still 85%.
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Aerobic Zone (Endurance Training) --- 70 - 80% of maximum heart rate: The aerobic zone will improve your cardiovascular and respiratory system AND increase the size and strength of your heart. This is the preferred zone if you are training for an endurance event. More calories are burned with 50% from fat.
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Adaptive Learning System - The Role of Adaptive Learning in Math - 0 views

www.dreambox.com/adaptive-learning

learning Adaptive ZPD

shared by lkryder on 02 Jul 14 - No Cached

Pedagogically and research-based intelligent adaptive learning technology accesses and stays in the Zone of Proximal Development (ZPD) for each learner. That means it provides the right next lesson at the right level of difficulty at the right time. When work is easy, learners can do the work on their own without any help. It’s in their "comfort zone." If all the work a learner is asked to do is always in the comfort zone, no real learning will take place and the learner will eventually lose interest. Conversely, when the work is too hard, the learner becomes frustrated and will likely give up. The area between the comfort zone and the frustration zone is the one where true learning will take place – the optimal learning zone. It’s the area where a learner will need some help or will need to work hard to understand a concept or complete a task. By keeping the challenge appropriate, the learner is guided to be a mathematical ‘doer’ — someone who thinks and strategizes in ways they can apply in school and in their real life experience. This is optimal teaching and optimal learning.
- lkryder on 02 Jul 14
  
  This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.
  
  <div class="cArrow"> </div><div class="cContentInner">This has been my thinking all along on the gamefying and my weekly really hard quizzes. Now I hope to build on it.</div>
  
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lkryder on 02 Jul 14

This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.

<div class="cArrow"> </div><div class="cContentInner">This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them. </div>

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lkryder on 02 Jul 14

This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them.

<div class="cArrow"> </div><div class="cContentInner">This is a page offering a product BUT what I found fascinating was their use of ZPD as the learning opportunity in adaptive technologies. I recall as a child having programmed learning guides that I loved and I did them for hours ( I recall they were about logic and problem solving- very cool). They were printed in a book. Now that kind of thing is frowned upon as low on Bloom but all the publishers are creating these adaptive supplements and students love them. </div>

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Flow and the zone of proximal development - 0 views

www.karenthelibrarian.com/...cawley.a1.flow_.pdf

flow zone of proximal development

shared by b malczyk on 04 Jun 12 - No Cached

b malczyk on 04 Jun 12

Page 5 has a great description of how flow and the zone of proximal development can come together

<div class="cArrow"> </div><div class="cContentInner">Page 5 has a great description of how flow and the zone of proximal development can come together</div>

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Zone of Proximal Development - Scaffolding | Simply Psychology - 0 views

www.simplypsychology.org/e-of-Proximal-Development.html

ZPD Vygotsky scaffolding constructivism Zone of Proximal Development Theories learning

shared by lkryder on 08 Jun 13 - No Cached

"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers"
- lkryder on 11 Jun 14
  
  Here is where to look for the classroom activities vs the home activities in a flipped or hybrid classroom
  
  <div class="cArrow"> </div><div class="cContentInner">Here is where to look for the classroom activities vs the home activities in a flipped or hybrid classroom</div>
  
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lkryder on 11 Jun 14

Nice simple explanation of ZPD

<div class="cArrow"> </div><div class="cContentInner">Nice simple explanation of ZPD</div>

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lkryder on 11 Jun 14

This is a nice write up of the ZPD which I find is becoming a hot topic in Higher Ed as colleges finally start examining how students learn in as much depth as K-12 has been

<div class="cArrow"> </div><div class="cContentInner">This is a nice write up of the ZPD which I find is becoming a hot topic in Higher Ed as colleges finally start examining how students learn in as much depth as K-12 has been</div>

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Teaching Outside your Comfort Zone - 0 views

www.columbia.edu/...de%20your%20comfort%20zone.pdf

teaching comfort zone

shared by Heather Kurto on 17 Jun 13 - No Cached

Heather Kurto on 17 Jun 13

How to teach a course when you are not comfortable teaching it!

<div class="cArrow"> </div><div class="cContentInner">How to teach a course when you are not comfortable teaching it!</div>

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Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirsch... - 0 views

www.cogtech.usc.edu/...hmelo_ep07.pdf

strategies critical_thinking direct_instruction constructivism scaffolding education

shared by Lauren D on 19 Jul 12 - No Cached

Lauren D on 19 Jul 12

"Scaffolding makes the learning more tractable for students by changing complex and difficult tasks in ways that make these tasks accessible, manageable, and within student's zone of proximal development."

<div class="cArrow"> </div><div class="cContentInner">"Scaffolding makes the learning more tractable for students by changing complex and difficult tasks in ways that make these tasks accessible, manageable, and within student's zone of proximal development."</div>

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ZPD - Google Search - 0 views

www.google.com/search

ZPD images

shared by diane hamilton on 05 Jun 12 - No Cached

diane hamilton on 05 Jun 12

this site contains various visual representations of Vygotsky's Zone of Proximal Development

<div class="cArrow"> </div><div class="cContentInner">this site contains various visual representations of Vygotsky's Zone of Proximal Development</div>

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The Instructional Conversation: Teaching and Learning in Social Activity [eScholarship] - 0 views

escholarship.org/...5th0939d

teaching curriculum educational programs teaching methods learning student evaluations student teacher relationship

shared by Alicia Fernandez on 19 Jun 14 - No Cached

Alicia Fernandez on 19 Jun 14

For more than a century, American schooling has ben conducted in much the same way: The teacher assigns a text for the students to master and then assesses their learning. Known as the "recitation script," this repeated cycle of assign-assess is far from the natural kind of teaching by which societies have been instructing their young since the dawn of time. Contemporary educational reform is now emphasizing the fundamental, natural method of teaching, which is the assisting of learners through the instructional conversation. Newly understood through the principles of socio-historical theory, real teaching is understood as assisting the learner to perform just beyond his or her current capacity. This assistance in the "zone of proximal development" awakens and rouses into life the mental capacities of learners of all ages. This assistance is best provided through the instructional conversation, a dialogue between teacher and learners in which the teacher listens carefully to grasp the students' communicative intent, and tailors the dialogue to meet the emerging understanding of the learners. This pattern of relationship should be characteristic of the communication of the entire school, in which the teachers assist and converse with one another, administrators assist and converse with teachers, and administration provides activity settings in which these instructional conversations can occur. Such a school becomes a true community of learners, in which school reliably assists the performance of all.

<div class="cArrow"> </div><div class="cContentInner">For more than a century, American schooling has ben conducted in much the same way: The teacher assigns a text for the students to master and then assesses their learning. Known as the "recitation script," this repeated cycle of assign-assess is far from the natural kind of teaching by which societies have been instructing their young since the dawn of time. Contemporary educational reform is now emphasizing the fundamental, natural method of teaching, which is the assisting of learners through the instructional conversation. Newly understood through the principles of socio-historical theory, real teaching is understood as assisting the learner to perform just beyond his or her current capacity. This assistance in the "zone of proximal development" awakens and rouses into life the mental capacities of learners of all ages. This assistance is best provided through the instructional conversation, a dialogue between teacher and learners in which the teacher listens carefully to grasp the students' communicative intent, and tailors the dialogue to meet the emerging understanding of the learners. This pattern of relationship should be characteristic of the communication of the entire school, in which the teachers assist and converse with one another, administrators assist and converse with teachers, and administration provides activity settings in which these instructional conversations can occur. Such a school becomes a true community of learners, in which school reliably assists the performance of all.</div>

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Resource: The Learning Classroom: Theory Into Practice - 1 views

www.learner.org/...series172.html

teaching learning

shared by Kelly Hermann on 14 Jun 10 - Cached

Kelly Hermann on 14 Jun 10

There are several videos available on the Learning Classroom that are interesting for those of you who teach in the classroom as well as online. The one I referred to in my discussion post is session 2 and mentions the zone of proximal development.

<div class="cArrow"> </div><div class="cContentInner">There are several videos available on the Learning Classroom that are interesting for those of you who teach in the classroom as well as online. The one I referred to in my discussion post is session 2 and mentions the zone of proximal development.</div>

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How People Learn: Brain, Mind, Experience, and School - 0 views

www.nap.edu/openbook.php

learning

shared by Kelly Hermann on 14 Jun 10 - Cached

Kelly Hermann on 14 Jun 10

Vygotsky's zone of proximal development is described here. The entire book can be read online and is a good synthesis of learning theories and current research into how learning happens and what influences it.

<div class="cArrow"> </div><div class="cContentInner">Vygotsky's zone of proximal development is described here. The entire book can be read online and is a good synthesis of learning theories and current research into how learning happens and what influences it.</div>

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Zone of proximal development - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Zone_of_proximal_development

shared by Joan Erickson on 26 Jun 10 - Cached

The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of standardized tests
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Unshielded Colliders: Poverty and Education - 0 views

www.unshieldedcolliders.org/...poverty-and-education.html

education poverty

shared by Michael Lucatorto on 27 Jun 11 - No Cached

For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
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or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
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Michael Lucatorto on 27 Jun 11

For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem

<div class="cArrow"> </div><div class="cContentInner">For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem</div>

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Flow Theory | Education.com - 0 views

www.education.com/...flow-theory

education teaching flow theory

shared by efleonhardt on 04 Jun 12 - No Cached

ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
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when individuals find the activities challenging
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o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
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have the skills to accomplish them
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Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
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not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
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eachers must provide optimal challenge and support for competence (or skill)
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(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
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b malczyk on 04 Jun 12

talks about the relationship between flow and the zone of proximal development

<div class="cArrow"> </div><div class="cContentInner">talks about the relationship between flow and the zone of proximal development</div>

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efleonhardt on 01 Jun 14

This article has a good definition of flow and explains how it can be applied in your classroom

<div class="cArrow"> </div><div class="cContentInner">This article has a good definition of flow and explains how it can be applied in your classroom</div>

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The zone of proximal development in Vygotsky's analysis of learning and instruction - 0 views

people.ucsc.edu/...chaiklin.zpd.pdf

learning education Constructivism

shared by Heather Kurto on 05 Jul 13 - No Cached

- Heather Kurto on 05 Jul 13
  
  For ease of reference, the three aspects will be named generality assumption (i.e., applicable to learning all kinds of subject matter), assistance assumption (learning is dependent on interventions by a more competent other), and potential assumption (property of learner, which enables best and easiest learning).
  
  <div class="cArrow"> </div><div class="cContentInner">For ease of reference, the three aspects will be named generality assumption (i.e., applicable to learning all kinds of subject matter), assistance assumption (learning is dependent on interventions by a more competent other), and potential assumption (property of learner, which enables best and easiest learning).</div>
  
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Keeping the IT Help Desk In-House -- Campus Technology - 0 views

campustechnology.com/...the-it-help-desk-in-house.aspx

shared by Amy M on 28 Jun 12 - No Cached

University IT departments are facing ever-growing demands for support. Bring-your-own-device policies, distance ed students in multiple time zones, evening and weekend classes, and students pulling all-nighters all keep IT staff on their toes and increasingly require 24/7 support.
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Amy M on 28 Jun 12

problems with in-house IT support

<div class="cArrow"> </div><div class="cContentInner">problems with in-house IT support</div>

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Vygotsky - 1 views

www.simplypsychology.org/vygotsky.html

Vygotsky Theory scaffolding

shared by Lisa Martin on 04 Jun 12 - No Cached

According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance.
- Lisa Martin on 04 Jun 12
  
  supports parental involvement in student learning
  
  <div class="cArrow"> </div><div class="cContentInner">supports parental involvement in student learning</div>
  
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The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. 
- Lisa Martin on 16 Jul 12
  
  Parental role
  
  <div class="cArrow"> </div><div class="cContentInner">Parental role</div>
  
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This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
- Lisa Martin on 16 Jul 12
  
  Zone of Proximal Development
  
  <div class="cArrow"> </div><div class="cContentInner">Zone of Proximal Development</div>
  
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Free Educational Games : Online School Review for Kids - Review Game Zone - 1 views

reviewgamezone.com

Module 4 assignment

shared by Erin Fontaine on 20 Jul 12 - Cached

alexandra m. pickett, diane hamilton, Lisa Martin, Catherine Strattner, and Gary Bedenharn liked it

Erin Fontaine on 20 Jul 12

This site is great because I can choose what I want as my questions. I can adapt a different game for each module or put a whole bunch in my video arcade!!

<div class="cArrow"> </div><div class="cContentInner">This site is great because I can choose what I want as my questions. I can adapt a different game for each module or put a whole bunch in my video arcade!!</div>

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diane hamilton on 21 Jul 12

Could be handy....

<div class="cArrow"> </div><div class="cContentInner">Could be handy....</div>

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Erin Fontaine on 24 Jul 12

I want to create a "videogame arcade" kind of area where my students and go and relax while still being presented with the language. This is great because I can adapt different games to go with different modules.

<div class="cArrow"> </div><div class="cContentInner">I want to create a "videogame arcade" kind of area where my students and go and relax while still being presented with the language. This is great because I can adapt different games to go with different modules.</div>

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Academic Decathlon pushes students outside their comfort zones - Los Angeles Times - 0 views

articles.latimes.com/...la-me-decathlon-20120428

education teaching academic students learning

shared by Danielle Melia on 21 Jun 12 - No Cached

Danielle Melia on 21 Jun 12

The competition requires youths with endless curiosity who are willing to admit their weaknesses, says the coach at Granada Hills. They have to learn to push themselves and develop the mind-set of a champion.

<div class="cArrow"> </div><div class="cContentInner">The competition requires youths with endless curiosity who are willing to admit their weaknesses, says the coach at Granada Hills. They have to learn to push themselves and develop the mind-set of a champion.</div>

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etap687 Joan Erickson - 3 views

joanerickson.edublogs.org

shared by alexandra m. pickett on 23 Jun 10 - Cached

- alexandra m. pickett on 23 Jun 10
  
  Brilliant! i love how you have made your thinking visible to me here!!!
  
  <div class="cArrow"> </div><div class="cContentInner">Brilliant! i love how you have made your thinking visible to me here!!!</div>
  
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2) leaving my comfort zone and exploring methods I had little training in. 
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- alexandra m. pickett on 05 Jul 10
  
  i am so glad you choose #2, joan!
  
  <div class="cArrow"> </div><div class="cContentInner">i am so glad you choose #2, joan! </div>
  
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 Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
- Shoubang Jian on 18 Jul 10
  
  Well said. I couldn't agree with you more.
  
  <div class="cArrow"> </div><div class="cContentInner">Well said. I couldn't agree with you more.</div>
  
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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!”
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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. 
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” 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.”  
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learning.
- alexandra m. pickett on 20 Jul 10
  
  don't forget to self assess : )
  
  <div class="cArrow"> </div><div class="cContentInner">don't forget to self assess : )</div>
  
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But does it make sense to a novice learner’s eye?
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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 on 21 Jul 10
  
  This is very moving Joan. You must be a great teacher to think this way.
  
  <div class="cArrow"> </div><div class="cContentInner">This is very moving Joan. You must be a great teacher to think this way.</div>
  
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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 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!
  
  <div class="cArrow"> </div><div class="cContentInner">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!</div>
  
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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 on 05 Aug 10
  
  exactly!!
  
  <div class="cArrow"> </div><div class="cContentInner">exactly!!</div>
  
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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?
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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.
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I understand myself better as a learner.  This course pushed me to think honestly what I truly want to do. 
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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.
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For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. 
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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.
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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.
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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:
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’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.
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Now the excitement of trying new tools has settled a bit.  I start to think how technology tools will impact my teaching. 
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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!
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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.
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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 on 29 Jun 11
  
  hi joan!
  
  <div class="cArrow"> </div><div class="cContentInner">hi joan!</div>
  
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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 on 12 Jul 11
  
  good point
  
  <div class="cArrow"> </div><div class="cContentInner">good point</div>
  
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Comparing Piaget and Vygotsky - 0 views

www.education.uiowa.edu/...piaget_vygotsky.htm