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Jessica M

Open Up the Ceiling on the Common Core State Standards: Preparing Students ...: EBSCOhost - 0 views

web.a.ebscohost.com.ezproxy.niagara.edu/...pdfviewer

CCS Literacy 21Century

shared by Jessica M on 03 Jun 14 - No Cached
  • Jessica M on 03 Jun 14
     
    Online reading defined: locate information, critically evaluate, synthesize information, communicate
Anne de la Chapelle

EDTEC 544 | Instructional Design - 0 views

edweb.sdsu.edu/...index-4.html

shared by Anne de la Chapelle on 14 Jul 09 - Cached
    • Anne de la Chapelle
      Anne de la Chapelle on 14 Jul 09
       
      this is so cool
    • Anne de la Chapelle
      Anne de la Chapelle on 26 Jul 09
       
      the article on information and technology literacy works to describe the challenge of teaching these skills to my students. technology changes, and there is infinite information, so the trick is to teach students how to find and evaluate information sources. this must be relelvent and a life long learning opportunity.
  • Anne de la Chapelle on 14 Jul 09
     
    I am trying out the sticky function of digolet
Amy M

Topics | Media Education Lab - 0 views

mediaeducationlab.com/...Copyright%2Band%2BFair%2BUse

shared by Amy M on 05 Jun 12 - Cached
  • case study videos, Schoolhouse-Rock style music videos, as well as our readings, activities and lesson plans
  • Amy M on 05 Jun 12
     
    Information on Fair Use
diane hamilton

New Educator - 0 views

www.educ.msu.edu/...profile1.htm

male disengagement identification appropriation literacy practices

shared by diane hamilton on 22 Jun 12 - No Cached
  • Today, Donny is in high school and a reader, Purcell-Gates said. To wonder what may have been the result if Jenny had not sought out Purcell-Gates, she points to a sobering statistic: a 78 percent drop out rate among urban Appalachians in many cities.
  • "One of the main conclusions in the book is that it is not just the presence of print for the child, it's the actual use of print that allows the learning to take place," she said. "Young children are paying attention to the people in their close circle or environment. They don't know in those very young ages that other people are reading and writing. To them, their world is what they experience where they live. And where the kids like Donny were living, no one read or wrote. So to them, reading and writing was not even something to reject. It didn't exist until they went to school.
  • "That is why it is so important to understand the worlds these children come from, so that you know what they are operating on.
  • diane hamilton on 22 Jun 12
     
    information about Purcell-Gates and her book on "Donny" a non-literate Appalachian boy
Diane Gusa

Multimodal Learning Blog - 0 views

mmcglynnstewart.wordpress.com

learning information map Active-learning.pdf multi-modal

shared by Diane Gusa on 27 Jun 11 - No Cached
  • As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
  • Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
  • Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
  • ...1 more annotation...
  • In his recent video, An Anthropological Introduction to Youtube,  Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
Alicia Fernandez

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm

attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached
  • 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.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    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.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    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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