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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in title, tags, annotations or urlUniversal Design of Instruction - 0 views
ISETL : International Society for Exploring Teaching and Learning - 0 views
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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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leading and learning: Experience and Education -John Dewey 1938 - 3 views
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The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
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A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
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Dewey saw the learning process as a continuous spiral linking past experiences with the present. T
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John Dewey - Wikipedia, the free encyclopedia - 0 views
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School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.
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addition, he bel
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addition, he be
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Virtual Instructional Designer - 0 views
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Description: The Virtual Instructional Designer (VID) is a Learning Anytime Anywhere Partnership (LAAP) grant-funded project to create a Web-based performance tool for post-secondary faculty designing Web-based distance courses. The purpose of the VID is to provide 24/7 desktop access for faculty to instructional design assistance on the process of developing online instruction or courses. Note, must provide an email address to gain access.
Using online discussion boards with large and small groups to enhance learning of assistive technology - 0 views
AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online learning at tertiary level - 0 views
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Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
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strive to reach a cross cultural population, and serve the needs of an international audience.
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the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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ISTE Standards Essential Conditions - 0 views
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oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital age learning and work Student-Centered Learning Planning, teaching, and assessment centered around the needs and abilities of students Assessment and Evaluation Continuous assessment of teaching, learning, and leadership, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards
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Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
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Shared Vision
TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views
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have a better understanding of the standards, gradations, and expectations of the assignment
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sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
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with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
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JOLT - Journal of Online Learning and Teaching - 1 views
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Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
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there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
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It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
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