Skip to main content

Home/ ETAP640/ Group items matching "needs" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Jeanne Cousineau

Guns Germs & Steel: The Show. Overview | PBS - 0 views

www.pbs.org/...index.html

history

shared by Jeanne Cousineau on 27 May 09 - Cached
  • Inspired by a question put to him on the island of Papua New Guinea more than thirty years ago, Diamond embarks on a world-wide quest to understand the roots of global inequality.
    • Jeanne Cousineau
      Jeanne Cousineau on 27 May 09
       
      These are some of the main questions Diamond answers in his book, Guns, Germs, and Steel. He theorizes that due to the east-west axis of Asia/ Europe (which would include its favorable climate, terrain, and ease of sharing and borrowing technology), the availability of domesticable plants and animals, to name a few, this area had all the right ingredients to be successful, as opposed to the Americas/Africa. The latter had few domesticable animals, a north-south axis, and a difficult terrain for "sharing", to name a few. We will all need to dive further into his book and these sites to uncover all of the necessities that helped some succeed over others.
  • Jeanne Cousineau on 27 May 09
     
    This is just a page from the other PBS bookmark - I've just highlighted text on this page and added a sticky note so you don't need to peruse the site to find it.
  • alexandra m. pickett on 27 May 09
     
    i see your bookmarks in diigo, nicely done! now incorporate the things you bookmarked into a post with links directly to the source urls, not to diigo. (Think of diigo as our shared library where we keep/organize all our links, tagged so we can find them later easily if we want.) in your post link to the source url, on which will be your diigo comments, highlights, and stickies making your post 100% richer. (view all bookmarks and then you can see the list of bookmark tags. Also, what do you thing of tagging things with "module 1" and so on so you can isolate all the resources you bookmark in the course by course module? Think about what will make the tool useful to you today and tomorrow, and what will make it useful to the rest of us in the course. I am very interested in exploring the potential of this tool with your help and in having you tests its features and functionality and push the limits as we kick its tires.
Jennifer Boisvert

Resumes 1: Introduction to Resumes - The OWL at Purdue - 0 views

owl.english.purdue.edu/...01

Module 4 assignment. resume resume_components module_4_assignment

shared by Jennifer Boisvert on 18 Jul 09 - Cached
  • cell phone numbers
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      Make sure your voicemail message is professional.
  • you may also want to include other optional sections to provide a more accurate idea of your skills, achievements, education, etc.
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      I will refer students to this web site during the buidling a resume module. This web site has some great tips and exposes students to the criticial elements needed on a resume.
  • ...10 more annotations...
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      Additional resources that maybe helpful throughout the design of the resume.
  • A résumé is a brief document that summarizes your education, employment history, and experiences that are relevant to your qualifications for a particular job for which you are applying
  • The purpose of a résumé (along with your cover letter) is to get an interview
  • no shorter than one full page and no more than three pages
  • collect information on the job position and its requirements
  • objective should be short and concise
  • state the highest degree you have earned
  • ry to connect your experience with your current job interest.
  • contact information section is where you detail how potential employers can get in touch with you
    • Jennifer Boisvert
      Jennifer Boisvert on 18 Jul 09
       
      This should be professional, not an e-mail address like princesshottie@aol.com or iamnotworking@yahoo.com. Create an account through yahoo, gmail, or aol for free and keep all of your career searching information together. It will be easier to search.
  • Jennifer Boisvert on 18 Jul 09
     
    This web site serves as an excellent resource to learning about the different critical elements or components needed in producing a stellar resume. OWL at Perdue provides some excellent guidelines to follow when developing a resume. I have highlighted some important information and also added some sticky notes and free floating notes.
Jane DeMeis

accesselearning Tutorial: Overview - 0 views

www.accesselearning.net

for Mod 4 lesson

shared by Jane DeMeis on 16 Jul 09 - Cached
  • Jane DeMeis on 16 Jul 09
     
    this is a course on how to make different media forms suchas vieo, and PowerPoint accessible for the guys I work with who have developmental disabilities and need or use devices to help them work on the computer. I am very excited about this course and information and I am presenting this at work
  • Jane DeMeis on 16 Jul 09
     
    this is a course on how to make different media forms such as video, and PowerPoint accessible for the guys I work with who have developmental disabilities and need or use devices to help them work on the computer. I was very excited about this course and information until I read through and found that some of it was basic knowledge and some of it was junk. However, the end had great resource bibliography which I am using in my class. :)
  • Jane DeMeis on 16 Jul 09
     
    for mod 4 assignment
Kristina Lattanzio

What Online Students Want to Tell Faculty - 0 views

www.ctdlc.org/...WhatStudentsWantToTell.html

student concerns learning teaching

shared by Kristina Lattanzio on 14 Jun 09 - Cached
  • Designing your course to promote quality interaction between faculty and students and among students is essential.  Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
  • Be patient and available.  Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
  • Be accessible
  • ...4 more annotations...
  • Put yourself into the class.  “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.”  “She gave us constant feedback and encouragement.”
  • Think about your role in the discussion.  Students want you to be present.
    • Kristina Lattanzio
      Kristina Lattanzio on 14 Jun 09
       
      It's important to be present, but it's also necessary to know when to step back and observe interaction between students.
  • Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
    • Kristina Lattanzio
      Kristina Lattanzio on 14 Jun 09
       
      Helps students to know that you are "there" and motivates them to improve in subsequent activities.
  • Your presence in the class is important.  These courses should not be seen by the student as “self-taught.” 
  • Kristina Lattanzio on 14 Jun 09
     
    Outlines student concerns of online learning and what instructors should know about student needs.
ian august

Startup Advice for Online Education - 0 views

proquest.umi.com/pqdweb

online learning education teaching advice

shared by ian august on 02 Jun 11 - No Cached
  • Matthew Wicks, who runs a Chicago-area consulting firm specializing in helping schools and districts tap into the potential of online learning.
  • He was a co-founder of the Illinois Virtual High School.
  • "Understanding why you're creating the online school is really, really important
  • ...4 more annotations...
  • thoughts and needs of the staff, parents and students should come into play in any serious discussion, he says. "The best online programs I've seen do a great job of bringing in all those participants from the very beginning so they have ownership," Wicks says.
  • many teachers were worried the coursework wouldn't be up to par and that computerbased instruction would ultimately hurt district teachers
  • Promising Practices in Online Learning."
  • While iNACOL remains the largest national organization advocating for online learning, several others can offer help to districts looking to launch virtual programs. These include the Southern Regional Education Board (www.sreb.org) the Virtual School Clearinghouse (www.vsclearinghouse.com) and numerous proprietary vendors
  • ian august on 02 Jun 11
     
    things you need to know, groups that offer advice
alexandra m. pickett

Ian August etap 640 SuMmEr 2011 - 1 views

ianaugustetap640.blogspot.com

shared by alexandra m. pickett on 07 Jun 11 - No Cached
  • Student centered learning
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      question your assumptions! why do you assume that "student-centered" means "teacher-less"?
  • why do I need to pay for this if I am on my own. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
    • Kimberly Barss
      Kimberly Barss on 11 Jul 11
       
      I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
  • leaders. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      self-assessment?!
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      missing from every post! check the rubric!
    • ian august
      ian august on 09 Aug 11
       
      i did not even realize, :O
  • ...26 more annotations...
  • could not locate a link for diigo but I contacted Mimi for more info
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      excellent! : )
  • But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
    • ian august
      ian august on 17 Jul 11
       
      how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
  • They use the basics like read this article and write this paper or take this quiz.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
    • ian august
      ian august on 17 Jul 11
       
      The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
  • t took me a minute to figure out the moodle system.
    • Diane Gusa
      Diane Gusa on 18 Jun 11
       
      Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
  • These ideas are the modern theories in action,  of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
    • Kimberly Barss
      Kimberly Barss on 20 Jun 11
       
      I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
  • Randy Pausch
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      love him. saw his last lecture a few years ago on youtube.
  • wikis's
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
  • This also shows the teacher asking the student to be an active participant in their own learning,
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, that's what the online environment is all about...student centered social learning.
  • Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
  • That was the role of student.
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
  • The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      That's an interesting idea, especially when there are too many discussions going on.
  • build a wiki together
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
  • don’t show them how you do it, let them find out how it is done on their own
  • leave it up to the student to choose,
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I think they will surprise you!
  • I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
  • Case Study
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
  • Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
  • Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
  • letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
  • I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
  • I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
  • After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
Diane Gusa

Engaging students by answering their needs. - 0 views

en.wikipedia.org/...Choice_theory

theory Choice creating an alternative way

shared by Diane Gusa on 04 Jul 11 - Cached
  • Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
  • Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
  • . All we can give another person is information.
  • ...3 more annotations...
  • also believed in the importa
  • An example of Choice Theory and education are Sudbury Model schools
  • tudents of all ages determine what they will do, as well as when, how, and where they will do it.
  • Diane Gusa on 04 Jul 11
     
    also see Sudbury school
Michael Lucatorto

Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views

www.facultyfocus.com/...s-advantages-and-disadvantages

standardized

shared by Michael Lucatorto on 23 Jun 11 - Cached
  • Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
  • In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
  • Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
  • ...1 more annotation...
  • “You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
  • Michael Lucatorto on 23 Jun 11
     
    Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Diane Gusa

Making Assessment Personally Relevant | blog of proximal development - 0 views

www.teachandlearn.ca/...assessment-personally-relevant

assessment blogging Self-Grading db 4 rubric learning

shared by Diane Gusa on 10 Jul 11 - Cached
  • I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
  • needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
  • student self-assessment and personal progress charts is a work in progress.
  • ...2 more annotations...
  • They understand that collecting information and putting it on their blog is not a challenging task. They understand that an entry that paraphrases information found online is not as interesting and valuable as one that shows the author in the process of analyzing and reflecting on his or her research. Finally, they can see and understand how much effort is needed to produce an entry that makes a personal statement, that constitutes a valuable and unique contribution to the studied field. In other words, they now understand that in order to produce something uniquely their own, they first need to have a solid grasp of all the facts and spend some time reflecting on them and their own thoughts about their research.
  • Making Assessment Personally Relevant
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online learning at tertiary level - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • 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.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • 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;
  • ...26 more annotations...
  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
Alicia Fernandez

From Andragogy to Heutagogy - 0 views

www.psy.gla.ac.uk/...Heutagogy.html

andragogy huetagogy pedagogy learning continuum

shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.
  • Alicia Fernandez on 07 Jun 14
     
    In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.
efleonhardt

Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent | Hartnett | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...1954

distance learning motivation

shared by efleonhardt on 04 Jun 14 - No Cached
  • Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
  • suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
  • Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
  • ...19 more annotations...
  • all humans have an intrinsic need to be self-determining or autonomous
  • as well as to feel competent
  • connected
  • SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
  • a perception that what they do will not affect the outcome
  • an attribution of low value to the task being undertaken
  • the tendency to focus only on intrinsic motivation
  • It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
  • Case study one was situated within a compulsory integrated science and technology course
  • Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
  • suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
  • suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
  • associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
  • these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
  • practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
  • he relevance and value of the task
  • need to be clearly identified and linked to learning objectives to help
  • By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
  • ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
efleonhardt

Five Factors that Affect Online Student Motivation | Faculty Focus - 0 views

www.facultyfocus.com/...fect-online-student-motivation

online learning motivation teaching

shared by efleonhardt on 04 Jun 14 - No Cached
  • which identifies five main factors that contribute to student motivation: eMpowerment, Usefulness, Success, Interest, and Caring
  • mpowered when they feel that they have some control over some aspects of their learning
  • tudents need to see that the course is useful and relevant to them within the course and beyond.
  • ...5 more annotations...
  • Students need to feel that they can succeed in the course if they make a reasonable effort.
  • situational interest and individual interest.
  • an aspect of a course that is enjoyable or fun
  • Students need to feel that the instructor (and other students) care that they learn
  • providing regular feedback
Jessica Backus-Foster

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

increased motivation self-assessment evaluation

shared by Jessica Backus-Foster on 06 Jul 09 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
  • enhanced self-efficacy and increased intrinsic motivation
  • Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is what I was wondering
  • ...6 more annotations...
  • E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is the important part...to really get the full benefits, we have to teach students the process and make them part of the process
  • G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 2- Teach students how to apply the criteria to their own work.
Teresa Dobler

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 1 views

www.educause.edu/...g-tool-not-just-cool-new-thing

learning tools' online web2.0 technology

shared by Teresa Dobler on 19 Jul 13 - No Cached
  • Interactivity—whether it is with a computer, a professor, or a classmate.
  • They want it; they crave it.
  • cond, studen
  • ...12 more annotations...
  • Second, students need to be able to use the technology
  • Third, technology must be relevant and interactive to the coursework
  • Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      Absolutely!!! Make it relevant, creative - apply not regurgitate!
  • Distance education and online courses don't work well with Net Geners—the social component of learning is required.
  • How the Net Gen Learns
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      What we need to know in order to teach our students...
  • taught himself
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      These individuals all have talents and expertise in multiple areas, and are often self-taught in at least some of them.
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      They learn by doing the work themselves, not being told about it.
  • wide range of interests
  • not locked into one thing
  • when challenged, they excel in creative and innovative ways
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      We need to challenge our students in this way!!!
  • doing hands-on work and working in groups,
  • Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.
Heather Kurto

AJET 27(1) Tee and Lee (2011) - From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning - 0 views

ascilite.org.au/...tee.html

knowledge learning

shared by Heather Kurto on 19 Jun 13 - No Cached
  • is needed is an approach that helps teachers learn how to choose, apply, evaluate and further develop different configurations of tools and artifacts - digital and otherwise - depending on their practice, their learners, the contexts they are in, and the nature of the subject they teach. If this sounds like teaching our teachers how to fish, it is. They should not be given a prescribed technology or the proverbial fish; instead, they must learn how to fish, or specifically to think through, critically choose or design and configure, learn and apply technologies that will best meet the teaching and learning needs that exist within their context. If this can be done, teachers can go beyond thinking of themselves as merely being passive consumers of technological tools and begin thinking of themselves as being designers or purposeful users of technology specifically to aid students' learning.
  • Koehler and Mishra (2007) explained that good teaching with technology for a given content is complex and multidimensional. It requires a nuanced understanding of how a combination of certain technologies and pedagogical technique can make learning of a particular content area more meaningful.
  • Key design considerations for creating activities and conditions tofacilitate socialisation, externalisation, combination and internalisation
  • ...1 more annotation...
  • Socialisation and externalisation largely manifested in the form of class discussions and out of class group discussions. Both externalisation and combination can be seen in the wiki based e-book project and higher stakes presentation at the end of the course. Internalisation was stimulated in the implementation and oral reflections in class, and the reflections they were writing for the course.
Gary Bedenharn

Adobe - Acrobat.com Documents - 0 views

www.adobe.com/buzzword

group student cooperation interaction mod adobe acrobat documents

shared by Gary Bedenharn on 23 Jun 12 - No Cached
  • Gary Bedenharn on 23 Jun 12
     
    Write, edit, and comment on documents with only the people you choose - no need to exchange email attachments or combine different versions. Control access levels and track edits by contributor.
Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching education online education online technology learning

shared by Danielle Melia on 27 Jun 12 - No Cached
  • Danielle Melia on 27 Jun 12
     
    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
Maria Guadron

Evolution of an e-Learning Developers Guide by Mike Dickinson : Learning Solutions Magazine - 0 views

www.learningsolutionsmag.com/...an-e-learning-developers-guide

learning online developers guide

shared by Maria Guadron on 24 Jun 12 - No Cached
  • Maria Guadron on 24 Jun 12
     
    "Soon after we were underway, I felt we needed an e-Learning developer's guide to preserve some of the decisions we were making. The guide would also serve as a job aid for our inexperienced team members, and perhaps would be a central repository for solutions to authoring challenges as we encountered them. ... This story is as much about the development of a new e-Learning shop as it is about the guide itself, since the guide merely documents the decisions or intentions we adopted."
William Meredith

Constructing Experiential Learning for Online Courses: The Birth of E-Service (EDUCAUSE Quarterly) | EDUCAUSE.edu - 0 views

www.educause.edu/...online-courses-birth-e-service

shared by William Meredith on 24 Jun 12 - No Cached
  • . In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:
  • engage distance students in their local communities through experiential learning opportunities.
  • provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3
  • ...5 more annotations...
  • t becomes difficult to develop experiences for distance students that continue to provide work-based experiences and engage them as members in their local communities.
  • Reflection is a major component of service-learning
  • When conducting online courses, e-service offers excellent outreach to community organizations and fills a void in meeting community needs. As the educational paradigm shifts to more distance learning, students will be looking for ways to gain work experience and build long-lasting partnerships with their communities that will benefit their future careers. The experiences provide rich, authentic, hands-on training for students.
  • E-learning challenges students to think in new ways, explore new ways of problem solving, and raise critical questions about their learning and service. E-service enhances student academic experience through experiential learning that reflects the complex issues of students' future workplaces. Students get the opportunity to wrestle with complex issues right in their own communities and to become a part of the solution. These solutions are shared with peers statewide, assisting other small towns and businesses that may have similar needs.
  • Because online students tend not to be the traditional age of on-campus students and usually work a 40-hour week in addition to going to school, access to a community partner can be a challenge.
  • William Meredith on 24 Jun 12
     
    Creating service-learning in an online environment
« First ‹ Previous 61 - 80 of 399 Next › Last »
Showing 20▼ items per page