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Melissa Pietricola

Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...163579

education platform managing

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
  • results—results frequently unattainable in a command-and-control management setting
  • the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
  • ...12 more annotations...
  • But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
  • development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
  • materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
  • . Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
  • Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
  • transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
  • are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
    • Melissa Pietricola
      Melissa Pietricola on 15 Jun 10
       
      This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
  • In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
  • Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
  • To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
  • emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
  • The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
Donna Angley

A Constructivist Approach to Teaching - 1 views

www.vccaedu.org/...i-12-Carwile.html

social constructivism constructivist constructionist learning environment

shared by Donna Angley on 28 May 09 - Cached
  • Presenting instructional content online requires faculty to consider course objectives and the learning outcomes that are produced. How those outcomes are achieved and by how many students are important concerns of higher education institutions and their faculty members
  • Constructivism, on the other hand, is founded on the notion that “the only important reality is in the learner’s mind, and the goal of learning is to construct in the learner’s mind its own, unique conception of events”
  • learner is not a passive recipient but rather the center of instruction
  • ...27 more annotations...
  • constructivists believe in independent exploration by students that will lead to a deeper understanding of the content
  • cooperative/collaborative approach
  • socio-cultural model
  • cooperative or collaborative model of learning argues that learning occurs as an individual interacts with other individuals
  • socio-cultural model of learning argues that learning best occurs when the learning event is meaningful, more deeply or elaborately processed, situated in context, and rooted in the learner’s cultural background and personal knowledge
  • one goal is to create a meaningful environment that includes communication and collaboration
  • New technologies allow for construction of knowledge through what is actually deeper reflection by the learner
  • Through groups and other learning interactions with their online peers, students acquire deeper understanding because of the “opportunities for exposure to multiple perspectives and interpretations
  • Learning involves active cognitive processing
  • Learning is adaptive
  •   Learning is subjective, not objective
    • jessica mascle
      jessica mascle on 29 May 09
       
      again, does it need to be balanced?
  • Learning involves both social/cultural and individual processes
  • socializing function by fostering a friendly environment
  • Organizing involves setting the objectives, procedural rules, and timetables
  • intellectual role, guide the students’ journey to understanding. This is accomplished by probing and questioning students about their responses, by summarizing main themes, and by linking these to assignments such as readings, written responses, and independent and group projects.
  • discussion board posts serve as learning artifacts as well as springboards for more learning and the development of community
  • social negotiation and mediation
  • authentic and real-world environments
  • Teachers serve primarily as guides and facilitators
  • prompting students to develop their own inquiry questions
  • allowing students to express their knowledge through multiple avenues
  • encouraging group projects and collaborative learning
  • If, on the other hand, we believe that learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding
  • use of discussion boards
  • provide forums that require students to research an area of interest and report back to the class in the forum
  • incorporates collaborative elements
  • instructor should build in as many collaborative opportunities for group work
  • alexandra m. pickett on 01 Jun 09
     
    ooooh execllent tags highlighting and comments!!
  • Donna Angley on 15 Jun 11
     
    The author contends that using a learning-centered, or constructivist, approach in online courses is critical to student success.
Diane Gusa

Course: Bioethics - 0 views

ualbany.mrooms.net/...view.php

shared by Diane Gusa on 22 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 22 Jul 11
       
      I love the set up of your page. How did you do this?
    • Kimberly Barss
      Kimberly Barss on 22 Jul 11
       
      If you turn editing on and click the little "edit" icon you can format a lot of what the home page looks like....the Wiki turned out better than I expected, I'm not sure how it would go over in "reality" with students though. I'm so scared of some activities just flopping and being total failures! What about you?
Diane Gusa

Interactivity: A Forgotten Art? - 1 views

www2.gsu.edu/...interact

art interactivity teaching online module 4 blog

shared by Diane Gusa on 16 Jul 11 - Cached
  • Interactivity: A Forgotten Art?
  • Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
  • Interaction is intrinsic to successful, effective instructional practice as well as individual discover
  • ...14 more annotations...
  • Interacti
  • The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
  • the importance of rigorous instructional design and the application of appropriate graphical interfaces
  • Support Interactivity
  • Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
  • understand that quality in an instructional resource is a function of the design effort, not the technology.
  • The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
  • The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
  • In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
  • from simple help messages to complex tutorial systems.
  • The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
  • With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
  • The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
  • proposing three dimensions by which interactive instruction may be viewed.
Diane Gusa

Michael Polanyi - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Michael_Polanyi

education knowing 4 learning

shared by Diane Gusa on 04 Jul 11 - No Cached
  • absolute objectivity (objectivism) is a false ide
  • He rejects the notion that scientific method yields truth mechanically
  • All knowing is personal, and therefore relies upon commitments.
  • ...3 more annotations...
  • Our intellectual skills are driven by passionate commitments which motivate discovery and validation.
  • Commitments lead innovators to risk their reputation by committing to a hypothesis. He gives the example of Copernicus, who declared, contrary to our experience, that the Earth revolves around the Sun. He claims that Copernicus first arrived at the truth of the Earth's true relation to the Sun not by following a method, but via "the greater intellectual satisfaction he derived from the celestial panorama as seen from the Sun instead of the Earth."[3] What saves this approach from the charge of relativism is his conviction that tacit knowing connects us with objective realities.
  • Knowing more than we can say helps to explain how knowledge can be passed on within a tradition by non-explicit means, via apprenticeship i.e. a pupil improves their skills by observing a master.
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online learning at tertiary level - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • ...26 more annotations...
  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • multiple cultural model of instructional design. T
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • Establish flexible and responsive student roles and responsibilities.
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
Diane Gusa

ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views

74.125.155.132/scholar

MYTHS online education teaching student-centered

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Online education, on the other hand, is declared to be “a more student-centered, collabora- tive, and egalitarian learning environment” (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
  • (Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
  • Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
  • ...3 more annotations...
  • This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
  • This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
  • Our own conclusion is that the “guide” versus “sage” debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
Diane Gusa

E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Discrete Thought Threads?" - 0 views

www.designingforlearning.info/...tip25.html

E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
  • "Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
  • Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
  • ...7 more annotations...
  • Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
  • Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
  • Create a closing discussion thread labeled "Summary," "Wrap-up" "Key Ideas"
  • Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
  • Create a group summary be asking each student to identify the key concept for t
    • Diane Gusa
      Diane Gusa on 06 Jul 11
       
      I do this in my weekly essay assignment.
    • Diane Gusa
      Diane Gusa on 06 Jul 11
       
      I guess this is the role I access the most in my posts.
sherrilattimer

ERIC - Teaching Adults: Is It Different? Myths and Realities., 2002 - 0 views

eric.ed.gov/?id=ED468614

adults

shared by sherrilattimer on 04 Jun 14 - No Cached
  • sherrilattimer on 04 Jun 14
     
    Teaching adults should be different if adults learn differently than children do. Theories or perspectives on adult learning, such as andragogy, make a number of assertions about the characteristics of adults as learners. If there are indeed distinctive characteristics of adults, on which claims for the uniqueness and coherence of adult education are based, then one might expect them to be taken into account in all organized education for adults. However, each of these characteristics is contested. Some question the extent to which these assumptions are characteristic of adults only. The literature promotes learner-centeredness as another distinguishing characteristic of adult education. Research indicates learner centeredness is an expression of a teacher's values, not a teaching method. Adult learners are more concerned with teacher character and appropriate teaching methods; adult students' conceptions of good teaching include a mix of teacher-directed and learner-centered characteristics. Ongoing debates--andragogy vs. pedagogy, teacher directed vs. learner centered--may mean no single theory explains how adult learning differs from children's learning. Appropriate choices about teaching practices should be based on numerous considerations, including context, learner knowledge and characteristics, and teacher beliefs and values. (Contains 22 references) (YLB)
  • sherrilattimer on 04 Jun 14
     
    This is the link to the abstract page of the pdf file for the article.
lkryder

Alternate reality games for developing student auto nomy and peer learning" - 0 views

lick2008.wikispaces.com/...+Nicola+Whitton+-+V1+Paper.pdf

ARG education

shared by lkryder on 19 Jul 14 - No Cached
  • lkryder on 19 Jul 14
     
    Nicola Whitton paper on ARGs in higher ed.
lkryder

Gamasutra - Playing Games Is Hard Work: An Excerpt From Reality Is Broken - 0 views

www.gamasutra.com/...ing_games_is_hard_work_an_.php

games fun learning making playing

shared by lkryder on 14 Aug 14 - No Cached
  • Games make us happy because they are hard work that we choose for ourselves, and it turns out that almost nothing makes us happier than good, hard work
  • lkryder on 14 Aug 14
     
    games as hard fun
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