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in title, tags, annotations or urlI must be doing something wrong…Module 4 at one small step for blogging…one giant leap for me - 1 views
Catherine's Reflections » Blog Archive » Week 7: Teaching Presence and Establishing a Community of Inquiry Online. - 0 views
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It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.
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imagine the design as being the outline of a painting. As the community is established and evolves its members fill the outline with color. Together they create a picture of learning. The more active and engaged the participants, the more the picture will evolve. Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance. I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it. In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well. I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.
ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments - 1 views
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This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
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Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
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We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
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BrainPOP Español | Contenido educativo en español para niños - Ciencias, Matemáticas, Tecnología, Ciencias Sociales, Salud, Inglés, Español, Arte y Música - 2 views
The ABCs of observing - Astronomy Magazine - 1 views
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Know your equipment
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Question yourself
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quality of "seeing,"
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Teaching_Presence_in_the_SUNY_Learning_Network.pdf (application/pdf Object) - 2 views
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In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence".
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Teaching presence vs. social presence
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Anchored discussion can provide opportunities to develop all three facets of teacher presence in one activity.
Student Voice - 0 views
Online Learning - Student-Centered Learning - 0 views
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These are true benefits of a student-centered learning environment. Learners who really want to learn flourish in this environment, while those that are in classes for other reasons (parents sent them to college, or they had nothing else to do so came to school) will not fare as well.
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Open-ended, student-centered environments properly designed to support learners allow them the best opportunity to succeed. It also gives them the prospect of finding something they want to learn more about--serendipity. As learning progresses, students are allowed to assess their progress and learning needs, to adjust the learning as necessary.
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To be effective, learning must be meaningful to the student. Otherwise, the instructor's time in creating the environment and assignments, and the student's time in taking the course, are both wasted.
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Media Use Statistics Resources on media habits of children - 0 views
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ne out of ten 13- to 17-year-olds have used some form of social media
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68% of all teens say Facebook is their main social networking site
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51% visit social networking sites daily
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Building Student Engagement in Online Courses - Faculty Focus | Faculty Focus - 0 views
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The telephone.
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“Students need to feel like they know their instructor and that you’re interested in how they’re doing,” says Mandernach, noting that these random calls make such a favorable impression on students that they always comment on it in their course evaluations.
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online learning environment where students are not only isolated from their instructor and fellow students, but must be disciplined enough to ward off distractions and other commitments that compete for their time.
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Give Me A Badge For . . . ??? | HASTAC - 0 views
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MANAGER/ADMINISTRATOR BADGES:
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Who Would Give These Management/Supervisor Badges?
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s. Not very effective if the goal is more effective teaching and learning. Now, if we had a badging system, there is much students would learn from the activity of designing badges itself and probably much teachers could learn about what matters to students and how they do by these student-centered criteria and categories.
Exceptions & Limitations: Classroom Use, Fair Use, and more | University of Minnesota Libraries - 1 views
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The Classroom Use Exemption does not apply outside the nonprofit, in-person, classroom teaching environment! It doesn't apply online - even to wholly course-related activities and course websites. It doesn't apply to interactions that are not in-person - even simultaneous distance learning interactions. It doesn't apply at for-profit educational institutions.
Topics | Media Education Lab - 0 views
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case study videos, Schoolhouse-Rock style music videos, as well as our readings, activities and lesson plans
They're Not Just Big Kids: Motivating Adult Learners - 0 views
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" Children and adults learn for different reasons. Adults are not impressed or motivated by gold stars and good report cards. Instead, they want a learning outcome which can be put to use immediately, in concrete, practical, and self-benefiting terms." "Adults learn best when they use what they already know and integrate new knowledge and skills into this bank of knowledge." "Adult learners in a college classroom can frequently be given more flexibility in determining their assignments, with the understanding that the basic criteria for the assignment must be met" "Few of us consider our college students to be merely an extension of the K-12 group. In addition, those institutional staff and faculty working with training and faculty development need to keep in mind that their patrons or clients are adults and need to be treated as such when they take part in training activities (Thomas)."
4.09: Go With The Flow - 0 views
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The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost
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Being completely involved in an activity for its own sake
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How can a Web site be designed to stimulate and sustain a flow experience?
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Cognitive Apprenticeship - 0 views
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Definition
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ownload annotated Powerpoint slides
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problem solving activities should not be "neat" and pre-defined, but rather, complex with students required to discover relevant procedures
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Instructional Strategies Online - Scaffolding - 0 views
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Task definition Model performance while thinking out loud - either direct or indirect instruction Specification and sequencing of activities Provide prompts, cues, hints, links, partial solutions, guides and structures Fade when appropriate
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