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Erin Fontaine

Virtual Fieldtrips in the Elementary School Classroom - 0 views

cnx.org/latest

shared by Erin Fontaine on 21 Jun 12 - No Cached
  • inclu sion
  • Inexpensive
  • pensive.
  • ...20 more annotations...
  • First, virtual fieldtrips can be used to explore a destination that the class will actually explore in the next few weeks.
  • Inexpensive
  • Second, a classroom of elementary school students can take a virtual fieldtrip to a location that would otherwise be inaccessible to them. The virtual fieldtrip is useful for students of all ages, but elementary aged children can benefit even more from virtual field trips.
  • Advantages of Virtual Fieldtrips:
  • Accessibility
  • I believe field trips, both real and virtual, should encourage students to socialize during the field trip.
  • Virtual fieldtrips are usually free of charge or very inexpensive.
  • Safety
  • Inex pensive
  • Lack of Sensory Experience.
  • Inability to Ask Questions
  • Lack of an Updated Experience
  • Disadvantages of Virtual Field Trips:
  • evaluation during the virtual fieldtrip.
  • sion of a worksheet
  • reinforces the educational element
  • follow up activities that add enrichment to their experience
  • submit questions to the makers of the virtual field trip, discuss the trip they took with their parents and siblings, and compare the information they learned from the field trip with information they read in magazines and books.
  • large degree of student flexibility and choice
  • Tips for Effective Implementation of Virtual Fieldtrips:
Maree Michaud-Sacks

248 JOURNAL OF ECONOMIC EDUCATION W eb-Based Learning Environments Guided by Principles of Good T eaching Practice - 0 views

econbook.kemsu.ru/...Chizmar.pdf

Seven Principles of Good Practice in Under graduate Education

shared by Maree Michaud-Sacks on 12 Jul 13 - No Cached
  • Maree Michaud-Sacks on 12 Jul 13
     
    bringing online activities into f2f to increase effective practice
Maree Michaud-Sacks

Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education | Wiley | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...1414

Openness higher ed

shared by Maree Michaud-Sacks on 13 Aug 13 - Cached
  • We refer to the painful disconnection between Jay’s lived experience in the real world and the artificial environment inside the classroom as the daily divide. Unlike the digital divide, the daily divide also discriminates against people of higher socioeconomic status. Individuals with abundant access to information and communication technologies who have habits of effective use of these technologies in information-seeking and problem-solving activities are unable to make effective use of these technologies in higher education settings like the class described above.
abeukema

JOLT - Journal of Online Learning and Teaching, Vol. 2, No. 4: Mandernach - 0 views

jolt.merlot.org/...mandernach.htm

shared by abeukema on 30 Jun 09 - Cached
  • Online instructors need to be “seen” in order to be perceived by their students as present in the course just as do face-to-face course instructors.
  • online instructors must actively participate in the course to avoid the perception of being invisible or absent (Picciano, 2002).
  • teaching presence, instructor immediacy, and social presence.  
  • abeukema on 17 Jun 14
     
    "tone"
Teresa Dobler

Constructivism: A Psychological Theory of Learning - 0 views

rsperry.com/fosnotandperry.pdf

constructivism

shared by Teresa Dobler on 03 Jun 14 - No Cached
  • ean Piaget and Lev Vygotsky
  • Equilibration
  • assimilation
  • ...4 more annotations...
  • accommodation
  • Assimilation (to make similar) is activity, the organization of experience
  • These progressive experiences sometimes foster contradictions to our present understandings making them insufficient, thus perturbing and disequilibrating the structure and causing accommodations to reconstitute efficient functioning
    • Teresa Dobler
      Teresa Dobler on 03 Jun 14
       
      Assimilation: the new information fits with what you already know - you deepen your understanding of it through new info Accommodation - you must change what you know based on new results.
Mike Fortune

Cowboy Songs and Singers: Of Lifeways and Legends - 3 views

www.merlot.org/...viewMaterial.htm

module 4 assignment grateful dead lyric and perfrmoance methodd

shared by Mike Fortune on 13 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Jul 10
       
      mike: when you add a sticky, you need to post it to the group, otherwise it is a private annotation.
    • Mike Fortune
      Mike Fortune on 17 Jul 10
       
      Okay here I go!
    • Mike Fortune
      Mike Fortune on 17 Jul 10
       
      Students will be learning from this resource in my third module.
  • Mike Fortune on 16 Jul 10
     
    Wow! This will be a great activity for my course! It takes students way back to a part of the Grateful dead's music influences that doesn't get much credit- at least in New York State!
  • Mike Fortune on 17 Jul 10
     
    My annotations, highlights and stick notes for this resource can be found on MY Library on Diigo. For some reason, all my annotations are not showing up here on our group page. Anyone know why?
Geralynn Demarest

facilitator - 0 views

www.sonoma.edu/...facilitator.htm

discussion education facilitator learning online

shared by Geralynn Demarest on 21 Jul 08 - Cached
  • 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
    • Geralynn Demarest
      Geralynn Demarest on 21 Jul 08
       
      This is like a quick reference guide of things to remember when creating an online course and facilitating discussions.
  • Geralynn Demarest on 21 Jul 08
     
    Quick reference for tips to keep in mind while creating discussions in an online environment.
  • Geralynn Demarest on 21 Jul 08
     
    While creating my course, hiking101, I want to keep in mind the role of discussion facilitator. This source was found through Merlot, and provides a quick snapshot of things to remember.
alexandra m. pickett

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 0 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

evaluating lens

shared by alexandra m. pickett on 28 May 08 - Cached
  • Principle 1: Good Practice Encourages Student-Faculty Contact
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      Our SLN research shows that the highest predictor of satisfaction with online instruction among online students is the quantity and quality of interaction with the online instructor. How would you move that research finding into practice in your own online course? How do you see that understanding expressed in our course ETAP 687?
  • Principle 2: Good Practice Encourages Cooperation Among Students
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      The second highest predictor that we have found in our SLN research of satisfaction and high levels of reported learning among online students is the quantity and quality of interaction between students. Knowing that, what implications might that have in the design of online activities in your online course?
  • The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.
Kristina Lattanzio

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 1 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

online teaching

shared by Kristina Lattanzio on 12 Jun 09 - Cached
  • Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
    • Kristina Lattanzio
      Kristina Lattanzio on 12 Jun 09
       
      Setting deadlines for activities creates a comfortable online learning environment. Students are better able to keep their work/progress organized.
James Ranni

THE BRAIN FROM TOP TO BOTTOM - 0 views

thebrain.mcgill.ca/...index_i.html

Module 4 activity brain neuroscience education learning

shared by James Ranni on 20 Jul 09 - Cached
  • James Ranni on 20 Jul 09
     
    A great resource or online textbook has multiple perspectives and understanding levels at the click of a mouse...
alexandra m. pickett

Kristina Lattanzio's Blog.... - 0 views

klattanzio.edublogs.org

shared by alexandra m. pickett on 19 Jul 09 - Cached
  • Teacher presence, which is how you speak and relate to your students, must not be confused with teaching presence, which is the way a course is structured, activities are designed and feedback is given. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Jul 09
       
      kristina: are you missing the even bigger point here that "teaching presence" is not the exclusive domain of the one in the "role" of "teacher?" Than "teaching presence" in an effectively designed online learning environment is equally expressed, cultivated and facilitated from those in the "role" of "student." can you demonstrate to me that you understand this key concept?
  • One of the resources I came across identified audio feedback to be associated retention of content and students associate it with the perception that the instructor cared more about them.
    • alexandra m. pickett
      alexandra m. pickett on 19 Jul 09
       
      do you have a citation for this? would love to see and hear more about this from you or anyone else in the class.
Donna Angley

Content to Classroom: Tapping into Multiple Intelligences - 3 views

www.thirteen.org/...index.html

Howard Gardner education multiple intelligences

shared by Donna Angley on 25 May 11 - Cached
  • Donna Angley on 25 May 11
     
    This website (PBS) is a great resources for learning about multiple intelligences and how to incorporate them into your classroom activities/lessons. It's an interactive site, so click away!
  • alexandra m. pickett on 25 May 11
     
    excellent, first use of diigo in the course!!! well done, Donna!
Diane Gusa

Behaviorism: Not As Dead As Previously Thought - 0 views

blog.weber.k12.ut.us/...-as-dead-as-previously-thought

blog module 4 behaviorism

shared by Diane Gusa on 17 Jul 11 - No Cached
Kristen Della liked it
  • the behaviorist view isn’t one of passive absorption of knowledge,
  • It is one where the learner actively engages the world around him, and learns through experience (p. 9)
Donna Angley

MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short Stories, Fall 2006 | Syllabus - 0 views

ocw.mit.edu/...syllabus

shared by Donna Angley on 16 Jul 11 - No Cached
Kristen Della liked it
  • different writers have addressed issues of plot, character, place and theme
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      I'm feeling more confident that my modules are right on topic.
  • devoted to workshops of original student stories.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      This is really a great idea and one that I will keep in mind as my course evolves. I really enjoy writing myself and watching students write creatively, so this might be something I'd want to incorporate into my course eventually.
  • Reading the stories and articles as assigned and participating in discussion of these works is the center of our exploration.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      The discussions in the online environment are the heart of the course learning activities.
  • ...3 more annotations...
  • We shall workshop stories by both professional writers
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Excellent idea!
  • your journal
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      My students will be blogging as their journaling tool.
  • The requirements to receive an A are harder to quantify, but they include more sophistication and grace in the writing, lively storytelling, and prose that approaches publishable quality.
    • Donna Angley
      Donna Angley on 16 Jul 11
       
      Seems a little vague...perhaps a rubic would help students to understand how to get the "A"
Diane Gusa

Closing your course - 0 views

www.psychologicalscience.org/...tips_0302.html

teaching soc of gendered lives closure

shared by Diane Gusa on 07 Jul 11 - No Cached
  • ues: Provides emotional and psychological closure to the classroom thereby reducing awkwardness. Acts as an opportune time to summarize central ideas and review content. Wraps up the class in ways that add to students' entire semester-long experience and sense of accomplishment.
  • Give students some memento from the course experience. Just as with a memorable trip, people enjoy having something to remember important events in their life.
  • Contribute to a sense of accomplishment. In one sense an activity can put closure on the class from an academic or learning based perspective. Completing your class should be seen as something worthwhile and important.
  • ...8 more annotations...
  • Create the feeling that the class has come to a culmination and it is time to move on.
  • Projects, Letters, Brochures
  • Emotional Parting Way
  • Taking the time to say "good bye" and "thank you" to students can be very effective.
  • Particularly meaningful quotes can be distributed to students, or put on an overhead at the end of the last day of the course or during the final as a way of ending the class
  • Your own style.
  • Type of Closure
  • If no community, no need for closur
Diane Gusa

Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

blooms_taxonomy thinking revised module activities gendered lives objectives education

shared by Diane Gusa on 27 Jun 11 - Cached
  • , Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers
  • Note the change from Nouns to Verb
  • Revised Bloom's Taxonomy takes the form of a two-dimensional tabl
  • ...1 more annotation...
  • Emphasis is placed upon its use as a "more authentic tool for curriculum planning, instructional delivery and assess
  • Diane Gusa on 27 Jun 11
     
    Scroll down to Table 1 and scroll further to see animation.
efleonhardt

Despite new studies, flipping the classroom still enjoys widespread support @insidehighered - 1 views

www.insidehighered.com/...till-enjoys-widespread-support

flipped_classroom classroom research

shared by efleonhardt on 31 May 14 - No Cached
  • Flipping the classroom -- the practice of giving students access to lectures before they come to class and using class time for more engaging activities
  • to preserve the role of the lecturer
  • a move toward project-based learning and inquiry.
  • efleonhardt on 31 May 14
     
    An Article about the debate of a flipped classroom
Jessica M

ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT - 0 views

auspace.athabascau.ca/...ssessing_teaching_presence.pdf

Teacher Presence Online

shared by Jessica M on 14 Jul 12 - No Cached
    • Jessica M
      Jessica M on 18 Jul 14
       
      "The teacher shares responsibility with each individual student for  attainment of agreed upon learning objectives. The teacher supports and encourages participation  by modeling appropriate behaviors, commenting upon and encouraging student responses,  drawing in the less active participations, and curtailing the effusive comments of those who tend  to dominate the virtual space. "
  • Maria Guadron on 14 Jul 12
     
    "Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required"
  • Alicia Fernandez on 17 Jul 14
     
    Assessing teaching presence in online courses
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