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Alena Rodick

Emotional presence, learning, and the online learning environment | Cleveland-Innes | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...2333

online_learning emotion emotional_presence pedagogy

shared by Alena Rodick on 23 Jun 14 - No Cached
  • Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
  • Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
  • Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
  • ...2 more annotations...
  • Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
  • ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
  • Alena Rodick on 23 Jun 14
     
    In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
sherrilattimer

2001 Beder - 0 views

www.adulterc.org/...2001beder.htm

shared by sherrilattimer on 09 Jun 14 - No Cached
  • Their most commonly expressed intention was to meet learners' needs.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      Meeting learner's needs rather than challenging them to rise to find out more.
  • In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
  • They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
  • ...21 more annotations...
  • Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
  • We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
  • teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
  • Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
  • Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
  • If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
    • sherrilattimer
      sherrilattimer on 09 Jun 14
       
      I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
  • Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
  • Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
  • the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
Joan Erickson

Online Teaching Activity Index : Socratic Dialogue - 0 views

www.ion.uillinois.edu/...Socratic.asp

shared by Joan Erickson on 26 Jun 10 - Cached
  • Begin with a question that is concrete and based on concrete experience that the students can all relate to. Students need the prerequisite knowledge for the discussion to begin or the discussion can initially devolve into an explanation of required preknowledge. Through response, students verify their understanding of the question. Students provide possible answers or resolutions to the question. Often the answers should draw on personal experience. Subsidiary questions are explored based upon responses.
  • primary assessment involves the quality of the discussion
  • There is a danger of the instructor dominating the discussion
  • ...1 more annotation...
  • The Socratic method is a highly active learning strategy. Assessment should include participation
  • Joan Erickson on 26 Jun 10
     
    socratic dialogue lesson plan
Sue Rappazzo

Teaching versus training - 0 views

www.ibm.com/...3810.html

training teaching

shared by Sue Rappazzo on 26 Jun 10 - Cached
  • Last term I asked my students to provide feedback on the software engineering course I teach. One student reported that, although he liked the course and appreciated that I'd spent most of my career in the "real world," many times he felt that I was doing corporate training rather than teaching.
  • For many years of my business career, it was my responsibility to train clients on the best ways to use the products and services my company sold them. My student's remarks led me to ask myself many questions. Was I really still behaving like a trainer? What assumptions was I making about teaching and my primary responsibility to my students? And fundamentally, what is the difference between teaching and training? In this column I'd like to share my thoughts on these issues and examine how teaching and training are viewed differently in the halls of academia from in corporate boardrooms. Perhaps this will help you think constructively about what your organization values in its employees and what it does to further their professional development.
  • each has many alternate definitions, including: To cause to know something To guide the studies of To impart the knowledge of To instruct by precept, example, or experience Definitions for train are: To form by instruction, discipline, or drill To make prepared for a test of skill
  • ...1 more annotation...
  • Everything we do in our lives requires a balance between two things or more - a compromise. This column talks about the balance between theory and practice, so it is appropriate to consider that balance with respect to training and teaching. In my January 2004 column, I explained how I am seeking the right blend of theory and practice in my software development courses. My primary job is to prepare students for the rest of their working lives and help them succeed in their careers. So I first have to ensure that they learn fundamental principles and then teach them to use specific tools and techniques as time allows.
Francisca Capponi

http://www.cse.msu.edu/Internet_Safety.pdf - 0 views

www.cse.msu.edu/Internet_Safety.pdf

online safety

shared by Francisca Capponi on 01 Jun 10 - No Cached
  • Francisca Capponi on 01 Jun 10
     
    paper aboout personal responsability for online safety
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. 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.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
Melissa Pietricola

Learning & Teaching - 0 views

www.fmschools.org/learning-teaching.cfm

retention RTI

shared by Melissa Pietricola on 16 Jul 10 - Cached
  • Melissa Pietricola on 16 Jul 10
     
    FM Response to Intervention site
Joy Quah Yien-ling

Framework: 16 Habits of Mind by Costa and Kallick - 0 views

download.intel.com/...Thinking_Habits.pdf

attitude thinking habits of mind

shared by Joy Quah Yien-ling on 15 Jul 10 - No Cached
  • Joy Quah Yien-ling on 15 Jul 10
     
    1. Persistence 2. Managing Impulsivity 3. Listening to Others with Understanding and Empathy 4. Thinking Flexibly 5. Metacognition 6. Striving for Accuracy and Precision 7. Questioning and Posing Problems 8. Applying Past Knowledge to New Situations 9. Thinking and Communicating with Clarity and Precision 10. Gathering Data through All Senses 11. Creating, Imagining, and Innovating 12. Responding with Wonderment and Awe 13. Taking Responsible Risks 14. Finding Humor 15. Thinking Interdependently 16. Learning Continuously
Joan Erickson

Online Community of Inquiry Review-A Response | Social Studies Another Way - 0 views

melissapietricola.edublogs.org/...y-of-inquiry-review-a-response

shared by Joan Erickson on 27 Jul 10 - Cached
  • groups do not naturally coalesce and move to integration and resolution phases
    • Joan Erickson
      Joan Erickson on 27 Jul 10
       
      ditto here, you and I talked about this in the discussion. Not the easiest thing to achieve!
Donna Angley

A Constructivist Approach to Teaching - 1 views

www.vccaedu.org/...i-12-Carwile.html

social constructivism constructivist constructionist learning environment

shared by Donna Angley on 28 May 09 - Cached
  • Presenting instructional content online requires faculty to consider course objectives and the learning outcomes that are produced. How those outcomes are achieved and by how many students are important concerns of higher education institutions and their faculty members
  • Constructivism, on the other hand, is founded on the notion that “the only important reality is in the learner’s mind, and the goal of learning is to construct in the learner’s mind its own, unique conception of events”
  • learner is not a passive recipient but rather the center of instruction
  • ...27 more annotations...
  • constructivists believe in independent exploration by students that will lead to a deeper understanding of the content
  • cooperative/collaborative approach
  • socio-cultural model
  • cooperative or collaborative model of learning argues that learning occurs as an individual interacts with other individuals
  • socio-cultural model of learning argues that learning best occurs when the learning event is meaningful, more deeply or elaborately processed, situated in context, and rooted in the learner’s cultural background and personal knowledge
  • one goal is to create a meaningful environment that includes communication and collaboration
  • New technologies allow for construction of knowledge through what is actually deeper reflection by the learner
  • Through groups and other learning interactions with their online peers, students acquire deeper understanding because of the “opportunities for exposure to multiple perspectives and interpretations
  • Learning involves active cognitive processing
  • Learning is adaptive
  •   Learning is subjective, not objective
    • jessica mascle
      jessica mascle on 29 May 09
       
      again, does it need to be balanced?
  • Learning involves both social/cultural and individual processes
  • socializing function by fostering a friendly environment
  • Organizing involves setting the objectives, procedural rules, and timetables
  • intellectual role, guide the students’ journey to understanding. This is accomplished by probing and questioning students about their responses, by summarizing main themes, and by linking these to assignments such as readings, written responses, and independent and group projects.
  • discussion board posts serve as learning artifacts as well as springboards for more learning and the development of community
  • social negotiation and mediation
  • authentic and real-world environments
  • Teachers serve primarily as guides and facilitators
  • prompting students to develop their own inquiry questions
  • allowing students to express their knowledge through multiple avenues
  • encouraging group projects and collaborative learning
  • If, on the other hand, we believe that learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding
  • use of discussion boards
  • provide forums that require students to research an area of interest and report back to the class in the forum
  • incorporates collaborative elements
  • instructor should build in as many collaborative opportunities for group work
  • alexandra m. pickett on 01 Jun 09
     
    ooooh execllent tags highlighting and comments!!
  • Donna Angley on 15 Jun 11
     
    The author contends that using a learning-centered, or constructivist, approach in online courses is critical to student success.
alexandra m. pickett

Thoughts About Teaching Spanish Online - 0 views

brdemmin.edublogs.org

shared by alexandra m. pickett on 12 Jul 09 - Cached
  • In an online environment it is fundamental.  Discussions generate questions, and questions promote critical thinking.  I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning.  This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      Brilliant!!! yes! you are getting it!
  • I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module. 
    • alexandra m. pickett
      alexandra m. pickett on 12 Jul 09
       
      i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
  • Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
  • ...8 more annotations...
  • t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered  in their ability to learn independently, as well as in the amount of information they learn. 
  • Personal stories give life to a faceless person, just as they do in literature.  We come to know, like, love, despise, and sympathize with characters the more we know about them.  Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
  • Specifically, I need to ask myself:  Do these questions simply ask student to use their  foundational knowledge, and book resources,  in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
  •   Online learning requires a different framework of thinking and behaving.  It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection. 
  • Many of our high school students are not equipped with these survival skills. 
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 09
       
      barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
  • online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception.  While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not.  We need time to formulate ideas, responses and concepts.  Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’. 
  • Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances. 
  • This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
Jennifer Boisvert

The Ron Clark Story, - 0 views

www.tnt.tv/title

ron clark educator

shared by Jennifer Boisvert on 06 Jul 09 - Cached
  • Jennifer Boisvert on 06 Jul 09
     
    An inspiring teacher who goes above and beyond his teaching responsibilities.
Diane Gusa

Collective Cognitive Responsibility for the Advancement of Knowledge - 0 views

ikit.org/...inpressCollectiveCog.pdf

education learning teaching technology Knowledgebuilding

shared by Diane Gusa on 05 Jun 11 - No Cached
  • Diane Gusa on 05 Jun 11
     
    the challenge addressed by Knowledge Forum and knowledge building pedagogy is to engage students in the collaborative solution of knowledge problems, in such a way that responsibility for the success of the effort is shared by the students and teacher instead of being borne by the teacher alone.
alexandra m. pickett

If I'm talking, you should be taking notes. - 0 views

nvanhoose.edublogs.org

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • , mad
  • However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
  • ...16 more annotations...
  • June 20th,
  • it is concrete, born before me with a structure and a real plan
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
  • I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
  • h-ha moments are coming regularly now. The challenge is now enjoyable.
  • The a
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Yay! All the time and effort becomes worthwhile.
  • not necessarily because it meets a learning objective
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
  • . The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
  • . Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
  • July 4th,
  • I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
  • I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
  • Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
  • conceptualizing some of the activities for my course
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
  • despite the extensive conversations that we have had.
  • Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      brilliant!! : ) just made my day !!
  • Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses.  I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
Donna Angley

You Play World of Warcraft...You're Hired! - 0 views

www.wired.com/...learn.html

gaming instrinsic motivation

shared by Donna Angley on 18 Jun 11 - Cached
  • Donna Angley on 18 Jun 11
     
    In late 2004, Stephen Gillett was in the running for a choice job at Yahoo! - a senior management position in engineering. He was a strong contender. Gillett had been responsible for CNET's backend, and he had helped launch a number of successful startups. But he had an additional qualification his prospective employer wasn't aware of, one that gave him a decisive edge: He was one of the top guild masters in the online role-playing game World of Warcraft (Brown).
Nicole Arduini-Van Hoose

Memory slips caught in the Net - 0 views

articles.boston.com/...rm-memory-psychology-professor

shared by Nicole Arduini-Van Hoose on 17 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 17 Jul 11
     
    Early responses to study on how internet may be changing memory storage
Diane Gusa

ETAP640amp2011: Search results - 0 views

ualbany.mrooms.net/...search.php

ETAP640amp2011 module 4 assignment teaching

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Diane Gusa on 07 Jul 11
     
    "I do interact with the students - 1-on-1 - by using a "private" feedback feature available in the LMS I use. By providing both supportive and corrective feedback behind the scenes, my goal is to shape the discussion responses into the most acceptable form."
sschwartz03

Ten Best Practices for Teaching Online - 2 views

www.designingforlearning.info/...tenbest.html

best practices

shared by sschwartz03 on 28 May 10 - Cached
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 28 May 10
       
      Very current and relevant readings
  • Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
    • Francisca Capponi
      Francisca Capponi on 01 Jun 10
       
      very important
  • When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
  • ...6 more annotations...
  • A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
  • Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
  • Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
  • Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
  • As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
  • How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
  • Melissa Pietricola on 31 May 10
     
    This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
Teresa Dobler

5 Ways to Help Your Kids Use Social Media Responsibly | World of Psychology - 0 views

psychcentral.com/...s-use-social-media-responsibly

social media

shared by Teresa Dobler on 07 Jul 14 - No Cached
  • Talking to your kids about how they use social media and technology helps them break out of autopilot and become more mindful of their actions and reactions,
    • Teresa Dobler
      Teresa Dobler on 07 Jul 14
       
      Teachers should discuss
  • Tartakovsky
Jessica M

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses - 0 views

technologysource.org/...inciples_of_effective_teaching

Effective Online Advice

shared by Jessica M on 08 Aug 14 - No Cached
  • Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
  • Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • ...3 more annotations...
  • Similarly, we found that instructors rarely provided acknowledgement feedback
  • 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.
  • Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
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