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in title, tags, annotations or urlMini-multitaskers: For young people, a tendency to multitask may impoverish learning, productivity and even friendships - 0 views
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81 percent of young people report "media multitasking" at least some of the time.
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esearch suggests that it slows children's productivity, changes the way they learn and may even render social relationships more superficial
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People who multitask actually take longer to get things done.
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facilitator - 0 views
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Role of Discussion Facilitator: Encourage and guide the discussion Be clear about the purpose and expected outcomes of the discussion Encourage participants to respond to each other as well as to the facilitator Recognize participants via private and public messages Share information and resources and encourage others to do the same Create a welcoming environment Tie together the threads of the discussion and summarize it Enforce the discussion group ground rules, if necessary Keep the discussion focused on the topic Clarify the questions and comments of participants, if necessary Act as an unbiased, neutral commentator Participate regularly, actively and thoughtfully Ask leading questions; resist being too chatty Decide when to resolve conflict/hostile interaction
Laboratory for Affective Neuroscience, UW-Madison Psychology Dept - 0 views
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We are interested in both risk and resilience - why are some individuals particularly vulnerable in response to negative life events, while others appear to be relatively resilient? And how can we promote enhanced resilience? As a part of the latter work, we study interventions designed to cultivate more positive affective styles. One such intervention that we have extensively studied over the past decade is meditation. In addition to the research on normal affective function, we also study a range of psychopathologies, all of which involve abnormalities in different aspects of emotion processing. Included among the disorders we have recently studied are adult mood and anxiety disorders, and autism, fragile X and Williams syndrome in children. Some of our current research involves: Voluntary and automatic emotion regulation. Resilience in aging. Interactions between emotion and cognitive function, particularly working memory and attention. Temperament in children, in hopes of determining early signs of vulnerability to psychopathology. Social and emotional processing differences in children and adults with autism and fragile X. Mood and anxiety disorders. The impact of pharmaco-therapy and psychotherapy on brain function in patients with mood and anxiety disorders. The effects of meditation on brain function in adept practitioners and novices. Relations between neural mechanisms of emotion and peripheral measures of inflammation and lung function in asthma.
The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-to-Face Learning - 1 views
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Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
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ar more writing-intensive than traditional classes
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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Reading for Module 1
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do i have to respond to others?
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10 facts about online education
Teachers' Domain: Search - 0 views
grapher - 0 views
UDL Book Builder - 0 views
Music Theory Skills Tests - 0 views
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Interactive Applet Skill Tests
Jim's viewable streams of thought - 2 views
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What I’m really coming to grips with is how much the students might not be actually understanding when I communicate orally. How much of this information is not remembered?
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It’s not about being the “sage” but about being in a room full of people and interacting on issues I love.
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I LOVE how you put this Jim!! For me my room is here with you and the others in our class, and i feel the exact same way. My fondest wish for all of you is that you get to experience your love of teaching- - that same feeling of love and satisfaction you get f2f -- in an online teaching and learning environment too.
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jim: breathe.... i am so sorry. i know how very frustrating this can be.... just a week ago i lost one of my blog posts ... i was crushed and frantic after spending a whole day writing the post... if you follow me on twitter you may have seen my frantic panic expressed in my appeals for help to the the twitterverse for assistance/suggestions on how to recover the post ... i just spent so much time on it....and i have no idea how i deleted it. I am not sure if this will help, but unbelievable after doing all kinds of things to try to recover my post, i actually found it by hitting the back button on my browser. I am on a mac and using firefox, so i don't know if it would work in other browsers or on a PC. there may also be other factors. I never shut down my computer and i use millions of tabs. I think my copy was still in the cache of the computer on the tab that i had used to create the post... anyway. i hope you are ok now. and i look forward to this post. me
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Ellumnate Homepage - 0 views
Oxford Tutorial Method - 0 views
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You communicate with your Professor by email or telephone as often as you need to. If you happen to live near a Faculty member, you may arrange to meet with him or her in person. This personal approach to learning, featuring frequent interaction with your Professor, affords the Rushmore student greater flexibility and support than at conventional schools
Geometry games and resources online - 0 views
Confessions of an Aca/Fan: Archives: Learning in a Participatory Culture: A Conversation About New Media and Education (Part One) - 0 views
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peop
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it isn't about the technology
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It is about the informational affordances and cultural practices which have taken shape around the computer and other interactive technologies.
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ACTIVE LEARNING - 0 views
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For example, if students write their own thoughts on a topic (Dialogue with Self) before they engage in small group discussion (Dialogue with Others), the group discussion should be richer and more engaging. If they can do both of these and then observe the phenomena or action (Observation), the observation should be richer and again more engaging. Then, if this is followed by having the students engage in the action itself (Doing), they will have a better sense of what they need to do and what they need to learn during doing. Finally if, after Doing, the learners process this experience by writing about it (Dialogue with Self) and/or discussing it with others (Dialogue with Others), this will add further insight. Such a sequence of learning activities will give the teacher and learners the advantage of the Power of Interaction.
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