Contents contributed and discussions participated by Heather Kurto - ETAP640

guided_reading.pdf - 0 views

mheresearch.com/...guided_reading.pdf

guided reading

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Heather Kurto on 07 Jun 13

Page 417 last paragraph reminds me of McGonical talking about flow in gaming.

<div class="cArrow"> </div><div class="cContentInner">Page 417 last paragraph reminds me of McGonical talking about flow in gaming.</div>

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Swan and Shih2005.pdf - 0 views

anitacrawley.net/...Swan%20and%20Shih2005.pdf

community of inquiry social presence

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http://www.tamcec.org/wp-content/uploads/2009/06/JSETv21n2.pdf#page=48 - 0 views

www.tamcec.org/...JSETv21n2.pdf

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Heather Kurto on 06 Jun 13

assistive technology, disabilities

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Facts about Autism | | Autism Speaks - 0 views

www.autismspeaks.org/...facts-about-autism

facts autism

shared by Heather Kurto on 06 Jun 13 - No Cached

Autism now affects 1 in 88 children and 1 in 54 boys
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Boys are nearly five times more likely than girls to have autism
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Classic Autism - 0 views

autism.lovetoknow.com/Classical_Autism

classic autism

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http://www.jesexpertise.be/bibb/bijlagen/the-impact-of-stress-in-self-and-peer-assessme... - 0 views

www.jesexpertise.be/...n-self-and-peer-assessment.pdf

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- Heather Kurto on 06 Jun 13
  
  Ellis (2001) suggests that the advantages of self- and peer assessment relate to student involvement, independence and assertiveness
  
  <div class="cArrow"> </div><div class="cContentInner">Ellis (2001) suggests that the advantages of self- and peer assessment relate to student involvement, independence and assertiveness</div>
  
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Heather Kurto on 06 Jun 13

stress self assessment

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http://www.mentormob.com/hosted/cards/71141_b44ac5ed2dac0a90985e4d8a0c2901b3.pdf - 0 views

www.mentormob.com/...ed2dac0a90985e4d8a0c2901b3.pdf

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- Heather Kurto on 06 Jun 13
  
  z, 'Colleges and universities ought to be concerned not with how fast they can "put their courses on the Web" but with ﬁnding out how this technology can be used to build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink virtually all of its systems and traditions (Rowly et al., 1998).
  
  <div class="cArrow"> </div><div class="cContentInner">z, 'Colleges and universities ought to be concerned not with how fast they can "put their courses on the Web" but with ﬁnding out how this technology can be used to build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink virtually all of its systems and traditions (Rowly et al., 1998).</div>
  
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- Heather Kurto on 06 Jun 13
  
  Criticalness - looking at the underlying assumptions, looking at theory base; * Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people such as other scholars. Are we referencing each other? Are we learning from each other?; * Connection to experiences - building on our learning from ideas and concepts gained from our experiences as educators and learners; and * Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
  
  <div class="cArrow"> </div><div class="cContentInner">Criticalness - looking at the underlying assumptions, looking at theory base; * Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people such as other scholars. Are we referencing each other? Are we learning from each other?; * Connection to experiences - building on our learning from ideas and concepts gained from our experiences as educators and learners; and * Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)</div>
  
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- Heather Kurto on 06 Jun 13
  
  My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred approach to learning where students could own their learning and feel a sense of responsibility towards their own and the learning of others.
  
  <div class="cArrow"> </div><div class="cContentInner">My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred approach to learning where students could own their learning and feel a sense of responsibility towards their own and the learning of others. </div>
  
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- Heather Kurto on 06 Jun 13
  
  Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer learning through focused discourse that was based on the theoretical ideas they read and shared with others. It was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was designed based on social constructivist theory to enhance opportunities for peer learning
  
  <div class="cArrow"> </div><div class="cContentInner">Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer learning through focused discourse that was based on the theoretical ideas they read and shared with others. It was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was designed based on social constructivist theory to enhance opportunities for peer learning</div>
  
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- Heather Kurto on 06 Jun 13
  
  Are you helping your peers to improve? * How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and forth rather than merely a one-way-one-time posting.
  
  <div class="cArrow"> </div><div class="cContentInner">Are you helping your peers to improve? * How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and forth rather than merely a one-way-one-time posting. </div>
  
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- Heather Kurto on 06 Jun 13
  
  When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning, reﬂective thinking and the joint construction of knowledge.
  
  <div class="cArrow"> </div><div class="cContentInner">When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning, reﬂective thinking and the joint construction of knowledge.</div>
  
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- Heather Kurto on 06 Jun 13
  
  students also need induction on how to work on line. In particular, they need scaffolding in relation to collaborative learning and reﬂective thinking, which are the more challenging, yet, elusive aspects of online learning.
  
  <div class="cArrow"> </div><div class="cContentInner">students also need induction on how to work on line. In particular, they need scaffolding in relation to collaborative learning and reﬂective thinking, which are the more challenging, yet, elusive aspects of online learning.</div>
  
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- Heather Kurto on 06 Jun 13
  
  y, systems need to be set up in order that students can easily collaborate and beneﬁt from the advantages of the technology that is available
  
  <div class="cArrow"> </div><div class="cContentInner">y, systems need to be set up in order that students can easily collaborate and beneﬁt from the advantages of the technology that is available</div>
  
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The Story on Stress - 0 views

kidshealth.org/...stress.html

stress

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http://www.daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Educatio... - 0 views

www.daddcec.org/...ETADD_47_4_403-406.pdf

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Heather Kurto on 04 Jun 13

autism research education

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http://s3.amazonaws.com/academia.edu.documents/31100094/CAI_lit_review_in_JADD.pdf?AWSA... - 0 views

s3.amazonaws.com/...CAI_lit_review_in_JADD.pdf

autism online

shared by Heather Kurto on 03 Jun 13 - No Cached

Analysis of a Rubric for Assessing Depth of Classroom Reflections - 0 views

scholar.googleusercontent.com/scholar

analysis rubric reflections

shared by Heather Kurto on 02 Jun 13 - No Cached

Retention and transfer of learned material are important—although too often merely implicit—goals of classes at the university level. Factors that enhance retention and transfer of learning are now key areas of research, and one frequently recommended method of enhancing these goals is to incorporate reflection into classroom practices (Saito & Miwa, 2007
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Boyle, Duffy, and Dunleavy (2003) demonstrated that deep learners are characterized by being intrinsically motivated, able to relate new materials to previously learned information, and able to critically evaluate information; deep learning is also positively related to grade point average (GPA) and average exam scores
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Finally, reflection has been linked
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...3 more annotations...
incorporating reflections into the classroom is an important opportunity to increase depth of learning in the classroom. This study adds to this growing body of literature by presenting a new method for collecting and assessing reflections to make this incorporation more feasible
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to deeper thinking (Short & Rinehart, 1993
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Retention and transfer of learning are two variables related to knowledge, and their relationship to reflections should be studied explicitly rather than inferred from correlates (e.g., the relationship between reflection depth and GPA)
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Zimmerman-Becoming-a-self-regulated-learner.pdf - 0 views

commonsenseatheism.com/...g-a-self-regulated-learner.pdf

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Heather Kurto on 02 Jun 13

What is the process of self-regulated learning and how does learning this process impact students?

<div class="cArrow"> </div><div class="cContentInner">What is the process of self-regulated learning and how does learning this process impact students?</div>

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http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/schunk05.pdf - 0 views

www.unco.edu/...schunk05.pdf

motivation learning

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Heather Kurto on 02 Jun 13

Promoting deeper processing through self-regulated learning

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Training self-assessment and task-selection skills: A cognitive approach to improving s... - 0 views

dspace.ou.nl/...%20task-selection%20skills.pdf

self-assessment

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Heather Kurto on 02 Jun 13

In struggling with self-assessment I found this article and thought it was informative and may help using self-assessment in our courses.

<div class="cArrow"> </div><div class="cContentInner">In struggling with self-assessment I found this article and thought it was informative and may help using self-assessment in our courses.</div>

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Perceived Self-Efficacy - 0 views

www.centerforefficacyandresiliency.org/...opment%20and%20Functioning.pdf

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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views

technologysource.org/..._surpasses_facetoface_learning

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alexandra m. pickett liked it

In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
- Heather Kurto on 30 May 13
  
  This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
  
  <div class="cArrow"> </div><div class="cContentInner">This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.</div>
  
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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