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Catherine Strattner

Self-Regulation-Research - 0 views

www.gifted.uconn.edu/...section4.html

self-regulation learning

shared by Catherine Strattner on 10 Jun 12 - No Cached
  • Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.
  • Catherine Strattner on 10 Jun 12
     
    This is an excellent resource to provide guidance in developing self-regulated learning skills in students. It is geared toward the talented and gifted population, but I believe it can be used with other populations as well.
Luke Fellows

MOVING FROM PEDAGOGY TO ANDRAGOGY - 0 views

www-distance.syr.edu/andraggy.html

shared by Luke Fellows on 10 Jun 12 - Cached
  • Knowles (1975) offered some reasons for his evolving scholarship in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals
  • noted a second reason that self-directed learning appears "more in tune with our natural process of psychological development" (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life.
  • A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning.
  • Tina Bianchi on 10 Jun 12
     
    Discussion of Knowles theories about andragogy
Maria Guadron

Second Life Education/Resources - Second Life Wiki - 0 views

wiki.secondlife.com/...Resources

second life education resources

shared by Maria Guadron on 09 Jun 12 - No Cached
  • The education community is the fastest growing and among the most vibrant, active, and dynamic in Second Life.
  • Maria Guadron on 09 Jun 12
     
    The education community is growing in Second Life. Check out this site for many resources for educators in Second Life, such as general learning resources, videos showcasing educators in SL, and more!
Irene Watts-Politza

Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Plannning - 1 views

www.westga.edu/...howell63.html

shared by Irene Watts-Politza on 13 Jun 12 - Cached
  • As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
    • Irene Watts-Politza
      Irene Watts-Politza on 13 Jun 12
       
      P-20 pipeline
  • Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
  • Much of distance education programs’ success or failure can be attributed to how it is organized.
  • ...11 more annotations...
  • the academically decentralized/administratively centralized model
  • Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
  • Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
  • An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
  • As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
  • The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
  • Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
  • Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
  • “Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
  • Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
  • One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
  • Joan McCabe on 13 Jun 12
     
    Trends that affect distance education. The part that shows how different online students are now is very interesting.
Amy M

Bloom's Taxonomy - Enhancing Education - Carnegie Mellon University - 0 views

www.cmu.edu/...bloomsTaxonomy.html

shared by Amy M on 10 Jun 12 - No Cached
  • Bloom’s Taxonomy
  • This chart contains examples of cognitive activities, expressed as verbs (e.g., list, classify, describe, explain, judge, design) that are associated with the different categories.
  • Amy M on 10 Jun 12
     
    Carnegie Mellon using Bloom's in course design.
Lauren D

John Dewey's Theories of Education - 0 views

www.marxists.org/...x03.htm

education learning Andragogy pedagogy dewey philosophers theories of education

shared by Lauren D on 11 Jun 12 - Cached
  • Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
  • “The actual interests of the child must be discovered if the significance and worth of his life is to be taken into account and full development achieved. Each subject must fulfill present needs of growing children . . . The business of education is not, for the presumable usefulness of his future, to rob the child of the intrinsic joy of childhood involved in living each single day,”
  • The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, water comes from the faucet.
  • Lauren D on 11 Jun 12
     
    Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
Catherine Strattner

a_series_of_unfortunate_online_events.pdf (application/pdf Object) - 1 views

ualbany.mrooms.net/..._unfortunate_online_events.pdf

online teaching

shared by Catherine Strattner on 15 Jun 12 - No Cached
  • Catherine Strattner on 15 Jun 12
     
    Assume nothing! Excellent advice for new online instructors.
  • ...4 more comments...
  • Catherine Strattner on 17 Jun 12
     
    "Explicit orientations to each module with due dates, time frames, and details about what the module contains, as well as redundant, clear, explicit expectations and instructions are necessary to ensure students are at all times well oriented to the content, activities, and tasks in the course."
  • Catherine Strattner on 17 Jun 12
     
    "My best advice the first time through is -- keep it simple. Go for vanilla the first time and work your way up to rocky road. : )"
  • Amy M on 18 Jun 12
     
    Course Reading
  • Gary Bedenharn on 19 Jun 12
     
    What things to think about when designing an online course.
  • Catherine Strattner on 22 Jun 12
     
    Quoted with regard to the 24/7 faux pas.
  • Catherine Strattner on 23 Jun 12
     
    Many common threads with the Ragan article.
Victoria Keller

Designing e-learning - Peer-to-peer collaboration - 1 views

designing.flexiblelearning.net.au/...peer_to_peer.htm

collaboration tool

shared by Victoria Keller on 17 Jun 12 - Cached
  • Peer-to-peer collaboration
    • Victoria Keller
      Victoria Keller on 18 Jun 12
       
      Click on the links from the See also to get more ideas and online tools available for each area.
    • Victoria Keller
      Victoria Keller on 18 Jun 12
       
      These are some activities to initiate peer collaboration
  • ...3 more annotations...
  • Integrating peer-to-peer collaboration
  • Design steps
  • See also
Maria Guadron

Voicethread 4 Education - College - 0 views

voicethread4education.wikispaces.com/College

voicethread college

shared by Maria Guadron on 16 Jun 12 - Cached
  • I am using voicethreads in a college course as part of an icebreaking activity to have the members of the course introduce themselves. the audio and video features of voicethread will add to the sense of class community in the course.
  • as a tool to assist me in extending communications and professional development conversations with a community of 40+ instructional designers that I lead.
  • Maria Guadron on 16 Jun 12
     
    VoiceThread for Education. This is the section of the wiki on VoiceThread uses in college.
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
  • Accessibility
  • ...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:
  • pensive.
  • 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
  • Disadvantages of Virtual Field Trips:
  • Lack of Sensory Experience.
  • Inability to Ask Questions
  • Lack of an Updated Experience
  • Inex pensive
  • 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:
alexandra m. pickett

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...chan_0912.htm

voicethread study amultimedia asynchronous tool module 4 assignment

shared by alexandra m. pickett on 17 Jul 13 - No Cached
  • In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
  • Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I will also use this article in my course as a required reading.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      ok. got it! very good diana!! : )
  • Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0   2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6  
  • ...2 more annotations...
  • Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
  • Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
Diana Cary

file://H:\UIS%20Stuff\Blackboard\LIS%20301%20Fall%2003%20Mary\h - Article - 7 Principles of Good Practice in Undergrad Ed.pdf - 0 views

scholar.vt.edu/...tice%20in%20Undergrad%20Ed.pdf

Seven Principles

shared by Diana Cary on 22 Jul 13 - No Cached
  • Good Practice Encourages Student-Faculty Contact
  • Good Practice Encourages Cooperation among Students
  • Good Practice Encourages Active Learning
  • ...4 more annotations...
  • Good Practice Gives Prompt Feedback
  • Good Practice Emphasizes Time on Task
  • Good Practice Communicates High Expectations
  • Good Practice Respects Diverse Talents and Ways of Learning
Diana Cary

Breaking the ice: Supporting collaboration and the development of community online | Dixon | Canadian Journal of Learning and Technology / La revue canadienne de l'apprentissage et de la technologie - 0 views

cjlt.csj.ualberta.ca/...48

voicethread study supporting collaboration online community

shared by Diana Cary on 13 Jul 13 - No Cached
  • This study explores the concept of transactional distance, a term coined by Moore (1993), which relates to the distance that exists in all learning relationships and can be more evident and potentially problematic in online learning environments.
  • Icebreakers are fun activities that help people get to know each other.
Diana Cary

Untitled Document - 0 views

www.southalabama.edu/...icebreakerjobaid.htm

icebreakers online learning

shared by Diana Cary on 19 Jul 13 - Cached
  • How will you initially engage your students? It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996). It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher. Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.
  • IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
  • 9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla
  • ...1 more annotation...
  • 10. Childhood Dream. Ask the students to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how their current coursework correlates with their current aspirations.--Charles Collins
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
Hedy Lowenheim

1091 Ten Best Practices for Teaching Online - 0 views

cgi.stanford.edu/...posting.php

education learning teaching online technology

shared by Hedy Lowenheim on 21 Jul 13 - No Cached
  • The posting below looks at best practices for teaching online.
  • Why is presence so important in the online environment? When faculty actively interact and engage students in a face-to-face classroom, the class evolves as a group and develops intellectual and personal bonds. The same type of community bonding happens in an online setting if the faculty presence is felt consistently.
  • Hedy Lowenheim on 21 Jul 13
     
    "Community building is the focus of much research in online learning (Brown, 2001; Rovai, 2002; Shea, 2006)."
Diana Cary

EBSCOhost: The importance of course design, feedback, and facilitation: student percep... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

course design facilitator role

shared by Diana Cary on 12 Jul 13 - No Cached
  • Students felt critical thinking was positively influenced when an instructor designed an organized course with clear goals and relevant assignments, provided direct feedback that was encouraging, timely, and specific, and actively facilitated discussions that kept everyone focused and participating at a meaningful level.
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