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Geralynn Demarest

Plagiarism - 0 views

www.indiana.edu/...plagiarism.shtml

plagiarism

shared by Geralynn Demarest on 16 Aug 08 - Cached
  • Jeanne Cousineau on 27 May 09
     
    This is excellent. I will use it with my current on-line students.
Geralynn Demarest

Instructions for Using Diigo to Comment on Documentation - mobicents-public | Google Groups - 1 views

groups.google.com/...a0762f9851d3a56f

shared by Geralynn Demarest on 21 Jul 08 - Cached
  • Geralynn Demarest on 21 Jul 08
     
    I haven't included the use of diigo in my course, but I'm considering having the students include web sites in their discussions. I'm rethinking now and considering the use of diigo in the class. This web site had some instruction on best practices for using Diigo and I could point the students to this source.
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • apprenticeship
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
alexandra m. pickett

Spanish on Twitter | Spanish Only - 0 views

www.spanish-only.com/...spanish-twitter

twitter spanish

shared by alexandra m. pickett on 04 Jun 09 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 04 Jun 09
       
      Barbara: this is a wonderful list of potential spanish teachers to follow in twitter! check it out! : ) me
  • @spanishblog - I enjoy learning Spanish and teaching it to my kids. Love to hike, read and take photographs.
Jennifer Boisvert

My PathFinder Web Site - 0 views

www.albany.edu/...pathfinder.htm

interviewing resume cover_letter thank_you_letter

shared by Jennifer Boisvert on 05 Jun 09 - Cached
  • Jennifer Boisvert on 05 Jun 09
     
    A web site that I created on job searching and components of the interview (resume, cover letter, and thank you letter samples).
Anne de la Chapelle

Welcome to the NEW iSocrates Version 1.5 | iSocrates Rubric Software - 0 views

www.isocrates.org

shared by Anne de la Chapelle on 26 Jul 09 - Cached
    • Anne de la Chapelle
      Anne de la Chapelle on 26 Jul 09
       
      I would like to use this site to create rubrics for my course.
Diane Gusa

CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning - 1 views

www.criticalthinking.org/page.cfm

shared by Diane Gusa on 26 Jun 09 - Cached
  • Thinking is not driven by answers but by questions
  • every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking
  • To think through or rethink anything, one must ask questions that stimulate our thought.
  • ...7 more annotations...
  • thinking begins with respect to some content only when questions are generated by both teachers and students.
  • No questions equals no understanding. Superficial questions equals superficial understanding. Most students typically have no questions. They not only sit in silence, their minds are silent as well. Hence, the questions they do have tend to be superficial and ill-informed. This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 23 Jun 10
       
      An entirely radical and unique approach to assessment. I wonder if anyone has tried it before. It will be the most demanding exam ever.
  • Feeding students endless content to remember (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need questions to turn on their intellectual engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.
  • It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      HMMMMMMMM I would like to think about this and maybe try it.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      My sticky note got "stuck" in the wrong place...should be down by testing by students listing all the questions they had in course.
  • Mike Fortune on 23 Jun 10
     
    CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they assume that answers can be taught separate from questions. Indeed, so buried are questions in established instruction that the fact that all assertions - all statements that this or that is so - are implicit answers to questions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?"
Shoubang Jian

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-to-Face Learning - 1 views

technologysource.org/..._surpasses_facetoface_learning

shared by Shoubang Jian on 28 May 09 - Cached
  • 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.
  • ar more writing-intensive than traditional classes
  • 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.
  • ...6 more annotations...
  • relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
  • teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
  • Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
  • teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
    • jessica mascle
      jessica mascle on 28 May 09
       
      i wonder if my teaching style matches?
  • On-demand interaction and support services
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      new technology, like Eluminate, allows teachers to conduct office hours in a virtual environment. Participants can talk to each other, share desktop, share the same browsing experience, chat, draw charts. Fantastic.
  • Jessica Backus-Foster on 28 May 09
     
    Reading for Module 1
  • ...1 more comment...
  • jessica mascle on 28 May 09
     
    see highlighting
  • jessica mascle on 28 May 09
     
    do i have to respond to others?
  • Jennifer Boisvert on 09 Jun 09
     
    10 facts about online education
Barbara Recchio-Demmin

My Podcast - Free Podcast Hosting & Directory - 0 views

www.mypodcast.com

podcast web2.0 audio technology

shared by Barbara Recchio-Demmin on 04 Jun 09 - Cached
  • Barbara Recchio-Demmin on 04 Jun 09
     
    Podcasting site for nubies and seasoned alike
alexandra m. pickett

Learning... - 0 views

annechapelle.edublogs.org

shared by alexandra m. pickett on 21 Jul 09 - Cached
  • . I  have to get away from thinking that LIB 105 is “just a one credit requirement that no one wants to take.” Instead, as Alex suggested some time ago, I need to make it alive and engaging and what I really want it to be.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 09
       
      Bravo Anne!! share your passion! think about stuff from their perspective and what would make your content relevant, applicable to their real lives. how will you know if you are doing it right? will they tell their friends about it? will they continue to do it/use it after the course? would they spend their own money to do it/use it?
  • to answer the question of who I am as an educator and a learner, I am both simultaneously
  • I think what I learned in this module is that my class will only be as engaging as I make i
  • ...2 more annotations...
  • As interesting as this article was, I would have like to have read it prior to reading the Shea, et al. article which used Garrison’s material. I think that it would have been more relavent then.
  • The cool thing is that they seemed like second nature after reading the manual, listening to the model course instructors and most importantly paying close attention to how Alex has constucted, guided and facilitated our course. I learn best by example and this has been an extraordinary model for me to follow.
Barbara Recchio-Demmin

BBC - Languages - El Mensual - 0 views

www.bbc.co.uk/...index.shtml

Spanish language culture audio Module 4

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      This is a great feature for students to hear authentic Spanish speakers.
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Here is a comment to my comment. We Spanish teachers who are not of Spanish-speaking origins often carry an accent with us no matter how hard we try to erase it. This is one reason why it is so important to expose our students to authentic materials in order to help them learn proper pronunciation.
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Games help to improve student interest and learn vital vocabulary at the same time
  • It incorporates reports from BBC Mundo plus other materials to help you keep your Spanish up to date.
  • ...2 more annotations...
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      Learning about Spanish in context is one of the foundations for increased interest in language learning. The relevance of learning nouns and verbs becomes clear once students understand the people and culture associated with the target language
  • Spanish with audio
  • Barbara Recchio-Demmin on 19 Jul 09
     
    Great site to enhance Spanish language and cultural immersion
Anne de la Chapelle

EDTEC 544 | Instructional Design - 0 views

edweb.sdsu.edu/...index-4.html

shared by Anne de la Chapelle on 14 Jul 09 - Cached
    • Anne de la Chapelle
      Anne de la Chapelle on 14 Jul 09
       
      this is so cool
    • Anne de la Chapelle
      Anne de la Chapelle on 26 Jul 09
       
      the article on information and technology literacy works to describe the challenge of teaching these skills to my students. technology changes, and there is infinite information, so the trick is to teach students how to find and evaluate information sources. this must be relelvent and a life long learning opportunity.
  • Anne de la Chapelle on 14 Jul 09
     
    I am trying out the sticky function of digolet
alexandra m. pickett

Protecting Reputations Online in Plain English - Common Craft - Our Product is Explanation - 3 views

www.commoncraft.com/protecting-reputations-video

internet_safety cybersafety reputations

shared by alexandra m. pickett on 31 May 10 - Cached
  • Sue Rappazzo on 02 Jun 10
     
    I will definitely be sharing this with my kids!
Francia Reed

Resources related to Andragogy and instructional approaches - 3 views

These are the references I included in my post on 27 May Gagne, R.M., Wagner, W.W., Golas, K.G., and Keller, J. M. (2005). Principles of instructional design, 5th edition. Belmont, CA: Wadswort...

started by Francia Reed on 28 May 11 no follow-up yet
Diane Gusa

The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mastery Guide - 0 views

www.contentmasteryguide.com/...to-tell-people-what-to-do.html

technical writing instructions teaching Online module 2

shared by Diane Gusa on 16 Jun 11 - No Cached
  • A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an  accountability partner.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I plan on using this for my blogs. What do you think?
Diane Gusa

My Library - 0 views

www.diigo.com/gusadl

pedagogy Andragogy Heutagogy

shared by Diane Gusa on 15 Jun 11 - No Cached
  • Diane Gusa on 15 Jun 11
     
    comparison table of Heutagogy, pedagogy, Andragogy link to How to build a fire
Diane Gusa

Small Insults and Doing Gender - 1 views

www.sagepub.com/...e_West_and_Don_H_Zimmerman.pdf

Module 4 assignment soc ready for grading

shared by Diane Gusa on 22 Jul 11 - No Cached
  • Diane Gusa on 22 Jul 11
     
    Thinking of gender as an achievement
  • Diane Gusa on 22 Jul 11
     
    We usually think of gender as a set of traits (as in femininity and masculinity), a role (as in scripts for behavior), or a social variable (as in salary differences). The doing of gender discuss in this article is different than all of these. Doing gender shifts our attention away from the inner person and to the interaction, where we can see gender as an achievement. I will use this in my introductory module preceding a observation activity of watching a conversation between men and women in a social setting. The final culminating activity will be an blog reflection.
Diane Gusa

Course: Sociology of Gendered Isues - 1 views

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

shared by Diane Gusa on 29 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jul 11
       
      How do I embed this in moodle withour sending my students to the website?
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