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Kristen Della

Paulo Freire - 1 views

www.youtube.com/watch

Educator Brazilian Pedagogy Oppressed

shared by Kristen Della on 12 Jun 11 - No Cached
  • Kristen Della on 12 Jun 11
     
    Brazilian Educator and Social Activist.
alexandra m. pickett

Building Learning Communities in Online Courses: the importance of interaction - 1 views

coe.nevada.edu/...lding%20Online%20Community.pdf

swan community research pdf

shared by alexandra m. pickett on 14 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 14 Jun 11
     
    "This article discusses course design factors affecting the success of asynchronous online learning, with a special focus on the social development of learning communities through online discussion."
Diane Gusa

Interaction and Immediacy in Online Learning | Woods | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...268

interaction immediacy online learning research db5

shared by Diane Gusa on 12 Aug 11 - No Cached
  • Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
  • Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
  • an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
  • ...4 more annotations...
  • Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
  • Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
  • “Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
  • Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
Diane Gusa

ETAP640amp2011: Social presence in online learning - 0 views

ualbany.mrooms.net/...discuss.php

shared by Diane Gusa on 16 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 16 Jul 11
       
      Nicole, I think you hit the nail on the head...and something for us to consider when we build our own courses. I will continue thinking about this valuable observation, though I may not reply in a post since the module is running out of time. :(
Donna Angley

Montessori International - 0 views

www.montessori.edu/index.html

Montessori social constructivism student centered learning'

shared by Donna Angley on 24 Jun 11 - No Cached
  • Donna Angley on 24 Jun 11
     
    l
Diane Gusa

Exemplary Online Educators: Creating a Community of Inquiry - 0 views

tojde.anadolu.edu.tr/...article6.htm

Online learning community COI module 4 db knowing

shared by Diane Gusa on 09 Jul 11 - Cached
  • White, Roberts and Br anna n (2003) focused particularly on course design in online education. Their major premise is that “unless the course is reconceptualized using an interactive learning pedagogy, the results are nothing more than a correspondence course via e-mail and that simply transferring a traditional classroom-based course to an online format is doomed to failure ” (White, Roberts & Br anna n, 2003, p. 172).
  • White, Roberts and Br anna n go on to describe an online nurse refresher course provided by University of Wisconsin that promotes the following four components - humanizing or creating a good learning environment; getting the learners to participate; using the right message so that it is received, understood, and remembered; and eliciti
  • cognitive presence of the teacher is a core concept in creating a community of inquiry.
  • ...6 more annotations...
  • teacher learner interaction is not sufficient on its own to create effective learning.
  • The second major theme relates to exemplary online educators as affirmers. The students identified instructors who found opportunities to let their students know that they were succeeding in their studies and to encourage them in their learning.
  • The overlap of teaching presence and social presence as depicted in the model forms what Garrison and his colleagues have labeled “setting climate” (
  • The final theme is exemplary online educators as influencers
  • In some ways the Community of Inquiry model speaks to this experience of mutuality (Archer, et.al, 2003).
  • The heart of the challenge facing online educators is “the need to create a critical community of inquiry- the hallmark of higher education – within a virtual text-based enviro
Diane Gusa

Choose your "buddy icon" carefully: The influence of avatar a ndrogyny, anthropomorphism and credibility in online interactions. - 1 views

psycnet.apa.org/?&fa=main.doiLanding&uid=2008-05428-012

avatar social presence module 4 db

shared by Diane Gusa on 12 Jul 11 - No Cached
  • ndrogyny, anthropomorphism and credibility in online interactions.
  • In both online and offline interactions, the visual representation of people influences how others perceive them. In contrast to the offline body, an online visual representation of a person is consciously chosen and not stable
  • Results show that the characteristics of the avatar are used in the person perception process
Diane Gusa

Why I do what I do | JJ Wagner - 0 views

jaytiger8.edublogs.org/...why-i-do-what-i-do

shared by Diane Gusa on 02 Jul 11 - No Cached
  • I didn’t like English
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
  • discussion online.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
Kristen Della

Web Usability - Welcome - 0 views

www.usability.com.au/index.cfm

web usability module 4 assignment

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    WCAG 2.0 Compliance Checklist February 2009 Checklist has been prepared to help test how well a site complies with the Success Criteria and Sufficient Techniques of the Web Content Accessibility Guidelines Version 2.0. Use of Web 2.0 Tools 26 December 2008 Report on a recent survey into how people use some of the newer features of the web such as blogs, tags and social networking sites.
Diane Gusa

Cognitive Presence | Community of Inquiry - 0 views

communitiesofinquiry.com/cognitive_presence

cognitive presence community definition

shared by Diane Gusa on 29 Jun 11 - Cached
  • Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.
  • A core concept in defining a community of inquiry is cognitive presence
  • it is suggested that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer conference environment with appropriate teaching and social presence.
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearning design - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • contribution as creating spaces that evoke desired experiences.
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
Diane Gusa

Assessing faculty's social presence indicators in online courses - 0 views

bc.inter.edu/...yolanda.pdf

humor module 4 db teaching

shared by Diane Gusa on 11 Jul 11 - No Cached
  • Diane Gusa on 11 Jul 11
     
    affective indicators: expressions of emotions. use of humor, self-disclosure Inclusive pronouns
Diane Gusa

Women's Ways of Knowing Project - 0 views

www.webster.edu/...wwok.html

knowing module 4 learning

shared by Diane Gusa on 07 Jul 11 - Cached
  • Connected knowers believe that truth is "personal, particular, and grounded in firsthand experience" (Belenky, Clinchy, Goldberger, and Tarule, 1997, p. 113). They attempt to find truth through listening, empathizing, and taking impersonal stances to information, whereas separate knowers completely exclude their feelings from making meaning and strictly rely on reason. The last way of knowing that Belenky, Clinchy, Goldberger and Tarule define is constructed knowledge, where one integrates their own opinions and sense of self with reason and the outside world around them.
  • Mary Field Belenky "works with a variety of educational and community organizations interested in supporting marginalized people to develop a voice, claim the powers of mind, and have a greater say in the way their families and communities are being run" (Instructor Bio, n.d.
  • Nancy Rule Goldberger researches "diversity in ways of knowing, exploring how culture, social power differentials, and the bicultural experience in the U.S. affect individual strategies for knowing (p. xxiii).
Diane Gusa

New models for learning flexibility: Negotiated choices for both academics and students - 0 views

74.125.155.132/scholar

shared by Diane Gusa on 07 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 07 Jul 11
       
      Eisner, one of my favorite authors.
  • Eisner (2003) claims that it is appropriate to take into account a learner’s frame of reference.
  • While, the educational value of using a social constructivist approach is supported in educational literature (Jonassen, 1998; Garrison & Anderson, 2003), individual constructivism and self-directed learning (Merriam & Cafarella, 1999) are also valid educational strategies
  • ...2 more annotations...
  • The flexible model proposed in this paper would allow informed choice by both students and academics, thereby resolving equity considerations and providing choices for academics, learners and learning
  • Professor Richard Johnson describes open learning as ‘an approach rather than a system or technique; it is based on the needs of individual learners, not the interests of the teacher or the institution; it gives students as much control as possible over what and when and where and how they learn; it commonly uses the delivery methods of distance education and the facilities of educational technology; it changes the role of teacher from a source of knowledge to a manager of learning and a facilitator. (pp. 7-8
Donna Angley

QuizMD - 0 views

quiz.md

assessment self directed learning social constructivism

shared by Donna Angley on 30 Jun 11 - Cached
  • Donna Angley on 30 Jun 11
     
    Thanks to our hard working student and physician contributors, QuizMD now has over 7000 questions in its database, constantly being refined and discussed to enhance your education. Keep up the good work!
Nicole Arduini-Van Hoose

Teaching Presence Online Facilitates Meaningful Learning - 0 views

patricklowenthal.com/...resenceFacilitatesLearning.pdf

shared by Nicole Arduini-Van Hoose on 10 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Jul 11
     
    Review of CoI model and some strategies for promoting social and teaching presence
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

www.mendeley.com/...erencing-in-higher-education-1

shared by Nicole Arduini-Van Hoose on 10 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Jul 11
     
    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transactioncognitive presence, social presence, and teaching presence.
Joy Quah Yien-ling

Online Community of Inquiry Review: Social, Cognitive and Teaching Presence Issues - 1 views

people.ucalgary.ca/...coiissues.pdf

shared by Joy Quah Yien-ling on 17 Jun 10 - No Cached
  • Joy Quah Yien-ling on 17 Jun 10
     
    Paper by D. R. Garrison
Teresa Dobler

GarrisonAndersonArcher2000.pdf - 0 views

docs.google.com/...edit

Community of Inquiry

shared by Teresa Dobler on 29 May 14 - No Cached
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Cognitive, social, and teaching presence - students are asked to take on the role of a teacher and help build knowledge with their classmates.
    • alexandra m. pickett
      alexandra m. pickett on 30 May 14
       
      Brilliant, Teresa! Love that you have used this feature of diigo to annotate this paper!
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