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Contents contributed and discussions participated by Diana Cary

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Diana Cary

Taylor & Francis Online :: Guiding or Hiding? The Role of the Facilitator in Online Tea... - 0 views

www.tandfonline.com/...713698967

online teaching facilitator role

shared by Diana Cary on 08 Jul 13 - No Cached
  • learn strategies for developing online “antennae”, for humanizing the electronic environment, and new ways to guide students to discuss, critique and reflect together as they engage in the construction of meaning.
Diana Cary

Keeping Competitive: Why Learner-Centred Education Makes Sense in a Global Economy - lc... - 0 views

www.usciences.edu/...20%20pleanry%20-Polk%20(2).pdf

learner-centered engaged

shared by Diana Cary on 07 Jul 13 - No Cached
  • The more engaged a person is with the content, the better the person learns it because (s)he adds his own meaning and associations to it
  • The more connections people have to a concept, the more likely that person will be able to retrieve it later and in another context
  • shifts the emphasis from what instructorsdo to what the studentsdo to learn
  • ...3 more annotations...
  • makes students responsible for learning
  • focuses not only on what students are learning but how they are learning
  • Instructors are now guides, facilitators, coaches and not just sages
Diana Cary

Instructor Competencies: Standards for Face-to-Face, Online, and Blended ... - Google B... - 0 views

books.google.com/books

instructor competencies online blended

shared by Diana Cary on 07 Jul 13 - No Cached
    • Diana Cary
      Diana Cary on 07 Jul 13
       
      "When the online setting involves a Web-based course management system, threaded discussions often become a primary and important learning activity. Students often require guidance in how to interact in such asynchronous discussion settings. The skills required to facilitate threaded discussions are quite different from those required in face-to-face settings".
Diana Cary

teachinganlearningatadistance-4.pdf - 0 views

learning.fon.edu.mk/...inganlearningatadistance-4.pdf

optimal learning

shared by Diana Cary on 13 Jun 13 - No Cached
  • Regardless of the setting, the focus needs to be on creating optimal learning conditionsfor each individual.
Diana Cary

A Meta-Analysis of Three Types of Interaction Treatments in Distance Education - 0 views

rer.sagepub.com/...1243.short

types interaction distance education

shared by Diana Cary on 04 Jul 13 - No Cached
  • ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student–student (SS), student–teacher (ST), or student–content (SC) interactions
Diana Cary

Facilitating Interaction in Computer Mediated Online Courses - 0 views

repository.maestra.net/...Facilitating%20Interaction.htm

control online courses

shared by Diana Cary on 02 Jul 13 - No Cached
  • In order to change to a learner-controlled instructional system and to maximize interaction, I had to change my role from that of a teacher at the front of the classroom and the center of the process to that of facilitator who is one with the participants and whose primary role is to guide and support the learning process.
  • The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
  • Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
  • ...11 more annotations...
  • control
  • From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
  • Students become complex problem-solvers rather than just memorizers of facts
  • Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
  • Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
  • Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
  • From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
  • From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
  • From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
  • More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
  • Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
Diana Cary

Constructivist Learning Theory | Exploratorium - 0 views

www.exploratorium.edu/...constructivistlearning.html

constructivism online learning

shared by Diana Cary on 27 Jun 13 - Cached
  • learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. 3 Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;
  • 1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
  • 2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners
Diana Cary

Microsoft Word - v7n1_richardson.doc - 10.1.1.119.9339.pdf - 1 views

actxelearning.pbworks.com/...10.1.1.119.9339.pdf

social presence

shared by Diana Cary on 25 Jun 13 - No Cached
  • tudents’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived learning overall.
  • Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1
Diana Cary

Learning Styles vs. Multiple Intelligences - 0 views

www.creativelearningcentre.com/...LS%20vs%20MI%20TEX9_p8_9.pdf

online learning teaching multiple_intelligences LearningStyles

shared by Diana Cary on 24 Jun 13 - No Cached
  • Learning Styles(LS) can be defined as the wayhuman beings prefer to concentrate on, store andremember new and/or difficult information.
  • MIis a theoretical frame work for defining/understanding/assessing/developing people’s dif-ferent intelligence factors.
Diana Cary

Educational Leadership:Teaching for Multiple Intelligences:Integrating Learning Styles ... - 0 views

www.ascd.org/...nd-Multiple-Intelligences.aspx

learning styles Multiple intelligences

shared by Diana Cary on 14 Jun 12 - No Cached
  • In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).
  • Learning styles are not fixed throughout life, but develop as a person learns and grows.
  • The following are some strengths of learning-style models
  • ...9 more annotations...
  • They tend to focus on how different individuals process information across many content areas.
  • They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.
  • They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.
  • Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.
  • Second, these models are sometimes less sensitive than they should be to the effects of context on learning.
  • Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.
  • But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.
  • The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential
  • Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other
Diana Cary

Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly) | EDUCAUSE.edu - 0 views

www.educause.edu/...ous-and-synchronous-e-learning

synchronous asynchronous

shared by Diana Cary on 17 Jun 13 - No Cached
  • Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related.
  • This is a remarkable result—imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content
Diana Cary

Taylor & Francis Online :: Using Web tools, collaborating, and learning online - Distan... - 1 views

www.tandfonline.com/...0158791010220207

online synchronous learning asynchronous

shared by Diana Cary on 24 Jun 13 - No Cached
  • sing technology and learning collaboratively online included getting to know each other, respecting individual differences, negotiating meaning with others, and self‐regulating.
  • understanding of key design elements for online courses: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.
Diana Cary

Differences Between Blogs & Threaded Conversations | eHow - 0 views

www.ehow.com/gs-threaded-conversations.html

threaded forum linear forum conversations

shared by Diana Cary on 23 Jun 13 - No Cached
  • All messages in a linear or flat conversation are grouped under a single topic.
  • They are presented strictly in chronological order, with no regard as to which message a reply is directed towards.
  • The chief advantage of a threaded conversation is that the hierarchical structure allows the reader to see very quickly who is replying to whom.
  • ...1 more annotation...
  • A threaded conversation is one where messages are grouped hierarchically according to topic.
Diana Cary

Threaded Vs. Linear - 0 views

www.fullcirc.com/...threadedlinear.htm

threaded forum linear forums online learning

shared by Diana Cary on 23 Jun 13 - Cached
  • . This is the preferred form
  • Linear is less helpful for convergent conversations, fragmented and detailed topics and coming to closure.
  • Both forms, and even a combination of the two, have their place and usefulness. However, people tend to have strong prefernces for the format they first used. Within a team, there may be some differences of opinions on this.
Diana Cary

Constructivist Learning Theory - 0 views

www.ndt-ed.org/...Constructivist%20_Learning.htm

constructivism LearningTheory learning styles

shared by Diana Cary on 27 Jun 12 - Cached
  • Before we answer this question, ask yourself, "How do I learn best?" For example, do you learn better when someone tells you exactly how to do something, or do you learn better by doing it yourself? Many people are right in the middle of those two scenarios.
  • This has led many educators to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them
  • This belief is explained by the Constructivist Learning Theory.
  • ...2 more annotations...
  • This theory states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by by trying to make sense of something on their own with the teacher as a guide to help them along the way.
  • (direct instruction, collaborative learning, inquiry learning, etc.),
Diana Cary

http://tojde.anadolu.edu.tr/tojde30/articles/article_5.htm - 0 views

tojde.anadolu.edu.tr/...article_5.htm

collaboration student-interaction online learning technology

shared by Diana Cary on 16 Jun 13 - No Cached
  • Collaboration has been defined as "... any activity that in which two or more people work together to create meaning, explore a topic, or improve skills"
  • There is ample evidence from traditional classroom environments, nontraditional FTF environments, and OLEs to indicate that collaboration can enhance learning.
  • The results indicated that the asynchronous collaboration capabilities of the OLE employed increased student interaction, satisfaction and learning.
Diana Cary

Taylor & Francis Online :: The Effect of Context-Based Video Instruction on Learning an... - 0 views

www.tandfonline.com/...s15389286ajde1904_3

online video instruction motivation distance education synchronous asynchronous building community

shared by Diana Cary on 16 Jun 13 - No Cached
  • In addition, the learners reported that the video-based instruction was more memorable than the traditional text-based instruction
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