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in title, tags, annotations or urlDaniel Goleman - Ecological Intelligence, Emotional Intelligence, Social Intelligence » Emotional Intelligence - 0 views
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helping children improve their self-awareness and confidence, manage their disturbing emotions and impulses, and increase their empathy pays off not just in improved behavior but in measurable academic achievement.
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I think that since managing emotions is a part of a students' social and emotional learning; recognizing their emotions is the first step. Also, it makes sense to me that expressions of their emotions through the arts (including music) and the ability to recognize emotions expresses in others' artforms is certainly an aspect of emotional intelligence.
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Andragogy :: Ageless Learner - 0 views
Connexions - Sharing Knowledge and Building Communities - 0 views
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a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute: authors create and collaborate instructors rapidly build and share custom collections learners find and explore content
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Create Content
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Find Content
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Quality Matters Program | - 0 views
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There are three primary components in the Quality Matters Program: The QM Rubric, the Peer Review Process and QM Professional Development. If you are new to QM and wish to learn more, download the Overview and Introduction Presentation and Guide.
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Quality Matters, online education assessment.
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"Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning. "
Describing the Habits of Mind - 0 views
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h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
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Persisting
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
ISETL : International Society for Exploring Teaching and Learning - 0 views
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Presentation Objectives are to: 1) Educate faculty on the pedagogical uses of avatars in the online classroom, 2)Provide an opportunity for participants to practice developing their own avatar and 3)Promote interest and improve confidence in using avatars as part of established learning activities and spark generation of new ideas. Presentation Audience: Faculty who desire to see improvement in the richness of their students’ online experiences will find this presentation interesting and beneficial. Faculty who have never considered using or developed their own avatars will find practical assistance. Presentation Activities: In this highly interactive session, participants with laptop computers will have the opportunity to create and publish an avatar, which can be posted on their faculty webpage or other Web 2.0 forum. The facilitator will also present avatars developed by undergraduate students as part of a class project and will invite participants to generate ways that they can use this medium in own classrooms. Description: Avatars have typically been associated with gaming, recreation and entertainment, and most recently were the central characters in a hugely successful blockbuster movie. Their use in learning environments is much less popular, although it is growing. A central definition has not emerged, although the following are generally accepted: “a digital representation
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Online instructors lament some of the same problems expressed by their students, not the least of which is the feeling of disconnection in the learning environmen
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Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41-56
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ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does it tell the whole story? - 0 views
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accepting the way things turn out
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Preparing Instructors for Quality Online Instruction - 1 views
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The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?
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Instructors have many concerns about online education. Their primary concern is how online education changes their roles and responsibilities, and how they can adapt to this change. Online education is widely accepted as student-centered education, and the traditional education is regarded as professor-centered education. Due to a shift to online education, the instructor's role has become more of a facilitator than a traditional lecturer. Therefore, the traditional professor-centered educational environment and student-centered online educational environment will have many differences. Besides their role shifting, the role of the virtual instructor is to select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion (Kettner-Polley, 1999).
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Clark (2002) pointed out that online learner must be a constructivist learner. This suggests that the learner must be active in the process, cognitively complex and motivated. According to Clark , motivating factors in the learning process include self-reference, personal goals, control and autonomy . Howland & Moore's (2002) study examined 48 students' experiences in online environments. Their results confirmed that the students who were the most positive in their perceptions of online learning were those with attributes consistent with constructivist learners. The most positive students were more independent, proactive and responsible for their learning.
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Self-regulation and teacher-student relationships. - Free Online Library - 1 views
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sed with gatekeeping. It is essential, therefore, to establish a consensus on a conceptual and theoretical underpinning un·der·pin·ning n.1. Material or masonry used to support a structure, such as a wall.2. A support or foundation. Often used in the plural.3. Informal The human legs. Often used in the plural. for effective teaching. This review is designed
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elf-regulation is the process by which individuals make their plans, act upon those plans, and self-evaluate the results.
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he more autonomous the individual the more intrinsic the self-regulation. Student achievement also improves when students are intrinsically motivated and when teachers are autonomy supportive (
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The Truth About Homework - 1 views
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Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better. Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.” In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms. Assigning homework is unlikely to have a positive effect on any of these variables. We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.
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Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning. If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.
Improving the lives of children with CP - 0 views
How Flipping the Classroom Can Improve the Traditional Lecture - 0 views
http://www.mentormob.com/hosted/cards/71141_b44ac5ed2dac0a90985e4d8a0c2901b3.pdf - 0 views
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z, 'Colleges and universities ought to be concerned not with how fast they can "put their courses on the Web" but with finding out how this technology can be used to build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink virtually all of its systems and traditions (Rowly et al., 1998).
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Criticalness - looking at the underlying assumptions, looking at theory base; * Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people such as other scholars. Are we referencing each other? Are we learning from each other?; * Connection to experiences - building on our learning from ideas and concepts gained from our experiences as educators and learners; and * Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
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My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred approach to learning where students could own their learning and feel a sense of responsibility towards their own and the learning of others.
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EBSCOhost: Upside down and inside out: Flip Your Classroom to Improve Student Learning - 0 views
JTE v24n1 - Transfer of Learning: Connecting Concepts During Problem Solving - 0 views
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There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).
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A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.
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ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.
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