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in title, tags, annotations or urlOpenness, Dynamic Specialization, and the Disaggregated Future of Higher Education | Wiley | The International Review of Research in Open and Distance Learning - 0 views
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We refer to the painful disconnection between Jay’s lived experience in the real world and the artificial environment inside the classroom as the daily divide. Unlike the digital divide, the daily divide also discriminates against people of higher socioeconomic status. Individuals with abundant access to information and communication technologies who have habits of effective use of these technologies in information-seeking and problem-solving activities are unable to make effective use of these technologies in higher education settings like the class described above.
http://www.realtechsupport.org/UB/MRIII/papers/CollectiveIntelligence/Levy_CollectiveIntelligence_2005.pdf - 0 views
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Internet is a truly Surrealist mode of communication from which 'nothing is excluded,' neither good nor evil, nor their many forms, nor the debate which would vainly attempt to separate them. The Internet represents the unmediated presence of humanity to itself since every possible culture, discipline and passion is therein woven together. The fact that everything is possible on the Internet reveals mankind's true essence, the aspiration towards freedom.
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Collaborative annotation of images | speakingimage - 0 views
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An interactive tool for group annotations of images - great for art, maps, anatomy, diagrams and more. Allows embedded wiki pages linked to points within the image, advanced selection and highlighting tools, links to video within the image.
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This is a very robust tool, when it works. Early versions were not capable of handling too many people and the group function broke down. However subsequent communication with the authors of this software revealed they had invested quite a bit of effort in the new beta to overcome some of the early issues. I want to test this for my class.
There's a Badge For That | Tech Learning - 0 views
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digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes.
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3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?
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teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.
Teaching in an Online Learning Context - 0 views
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Activities in this category of teaching presence include building curriculum materials.
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design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
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Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
Instructional Strategies Online - Jigsaw - 0 views
PDF.js viewer - 0 views
Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger | The International Review of Research in Open and Distance Learning - 0 views
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e socially and academically integrated in order to provide meaningful learning experiences
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“relationships with cohorts”
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hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
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Swan and Shih2005.pdf - 0 views
Interaction and cognitive engagement: An analysis of four asynchronous online discussions - 0 views
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Article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.
Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views
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students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
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the illusion that they know material better than they do.
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“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
The Effects of Netiquette and ICT Skills on School-bullying and Cyber-bullying: The Two-wave Panel Study of Japanese Elementary, Secondary, and High School Students - 1-s2.0-S1877042811027601-main.pdf - 0 views
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Making appropriate right/wrong judgments is important in interpersonal communications to prevent cyber-bullying problems between children
Desk Arrangement Effects on Pupil Classroom Behavior - 0 views
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