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Maria Guadron

Health Communicator's Social Media Toolkit - 0 views

www.cdc.gov/socialmedia

social media CDC health education

shared by Maria Guadron on 09 Jun 12 - No Cached
  • Second Edition Now Available! The Enhanced and improved second edition of the Health Communicator's Social Media Toolkit  [PDF - 2.42MB] now available.
  • Maria Guadron on 09 Jun 12
     
    See the social media toolkit from the Centers for Disease Control and Prevention (CDC) for health education.
alexandra m. pickett

One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views

lmd4242.edublogs.org

shared by alexandra m. pickett on 12 Jun 12 - No Cached
  • dig deeper.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
    • diane hamilton
      diane hamilton on 08 Jul 12
       
      Sounds you have been very thoughtful in your approach to setting up your course.
  • Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
  • ...3 more annotations...
  • I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
  • The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
  • Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
Amy M

What Is Crowdsourcing? - CBS News - 0 views

www.cbsnews.com/...what-is-crowdsourcing

shared by Amy M on 14 Jun 12 - No Cached
  • but the basic idea is to tap into the collective intelligence of the public at large to complete business-related tasks that a company would normally either perform itself or outsource to a third-party provider.
  • Crowdsourcing can improve productivity and creativity while minimizing labor and research expenses.
  • Amy M on 14 Jun 12
     
    A general article explaining crowdsourcing
alexandra m. pickett

More Interaction In Online Courses Isn't Always Better - Forbes - 1 views

www.forbes.com/...ine-courses-isnt-always-better

shared by alexandra m. pickett on 15 Jun 12 - No Cached
  • Danielle Melia on 15 Jun 12
     
    "Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction… Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in interaction, and course completion rates… Our key findings indicate that increased levels of interaction, as measured by time spent, actually decrease course completion rates. This result is counter to prevailing curriculum design theory and suggests increased interaction may actually diminish desired program reputation and growth."
Amy M

Blended and Flexible Learning - principles - 0 views

blendedandflexiblelearning.wikispaces.com/principles

shared by Amy M on 20 Jun 12 - No Cached
  • ...equivalent. Effective BFL design encompasses the ethical obligation to support, respect and provide equitable learning and assessment experiences for all of our diverse range of students. Equivalence should exist between and across different cohorts, ensuring that resources and facilitation processes normally only provided to one cohort are available to all, and that there are equivalent support mechanisms to cater for accessibilty and convenience.
  • . ...founded on effective practice
  • . ...authentic.
  • ...1 more annotation...
  • ..continuous improvement.
  • Amy M on 20 Jun 12
     
    suggestions for a flexible learning classroom
b malczyk

Liberal-Arts Colleges Venture Into Unlikely Territory: Online Courses - 0 views

chronicle.com/...32029

colleges

shared by b malczyk on 08 Jun 12 - No Cached
  • “It’s going to raise some eyebrows,
  • blending liberal-arts teaching with online learning.
  • explore how online courseware could fit into the close-knit liberal-arts experience
  • ...6 more annotations...
  • to improve course-completion rates.
  • “You have created a way to teach students without faculty,” a professor in a workshop session sa
  • “No,”
  • “We are creating a way for you to spend time in class teaching different things, freed from the burden of teaching basic skills.” The software gives individualized instruction in 12 subjects, using sophisticated tracking of skill development and offering instant feedback and help based on the student’s mastery of concepts. The idea is to use this to teach basic statistics, say, instead of using a professor’s lectures—and time—on the fundamentals.
  • “We want professors in these courses, which are first- and second-year classes, talking about more sophisticated ideas with the students,”
  • Research published on the Carnegie Mellon course modules indicates that they are effective. At a large public university, 99 percent of students taking the program’s formal-logic course online completed it, compared with 41 percent of students in the traditional course. At Carnegie Mellon, students who took an accelerated-statistics course in hybrid form completed it in eight weeks, and learned as much material, and performed as well on tests, as did students taking a traditional 15-week course
  • b malczyk on 08 Jun 12
     
    Liberal arts colleges testing new waters
Amy M

edX - Home - 0 views

www.edxonline.org

shared by Amy M on 08 Jun 12 - No Cached
  • Through this partnership, the institutions aim to extend their collective reach to build a global community of online learners and to improve education for everyone.
  • by MIT and Harvard that will develop an open-source technology platform to deliver online courses. EdX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences.
  • Amy M on 08 Jun 12
     
    Harvard and MITx offer free classes
Catherine Strattner

Tips for Time Management in Online Learning: End Procrastination & Start Improving Your Grades - 0 views

www.brighthub.com/...32625.aspx

Time Management Online Learning

shared by Catherine Strattner on 07 Jun 12 - No Cached
  • Catherine Strattner on 07 Jun 12
     
    Another good time management article.
Maree Michaud-Sacks

A FOLLOW-UP INVESTIGATI O N OF "TEACHING PRESENCE" IN THE SUNY LEARNI NG NETWORK - 0 views

ualbany.mrooms.net/..._the_SUNY_Learning_Network.pdf

Seven Principles of Good Practice in Under graduate Education online learning

shared by Maree Michaud-Sacks on 12 Jul 13 - No Cached
  • Maree Michaud-Sacks on 12 Jul 13
     
    this paper discusses findings on teaching presence, and actions that can be taken to improve areas of teaching presence
Heather Kurto

The Myth of Learning Styles - 0 views

www.changemag.org/...the-myth-of-learning-full.html

learningstyles

shared by Heather Kurto on 13 Jul 13 - No Cached
  • . While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
  • First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
  • Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
  • ...15 more annotations...
  • Third, students differ in their background knowledge, and that difference influences their learning
  • Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not
  • The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimension
  • just as our social selves have personalities, so do our memories.
  • Finally, some students have specific learning disabilities, and these affect their learning in specific ways.
  • The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found.
  • While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist
  • Teachers should take into account the differences in learners' abilities. And adjusting a lesson not just to be appropriately pitched at the students' level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning.
  • if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching:
  • (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?)
  • Third, learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance serves as an unfortunately compelling reason to believe it
  • econd, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.
  • . We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to i
  • Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class
  • Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.
  • Heather Kurto on 18 Jul 13
     
    Great article for all teachers. Thank you!
Heather Kurto

BBC NEWS | Health | Internet use 'good for the brain' - 0 views

news.bbc.co.uk/7667610.stm

learning online

shared by Heather Kurto on 13 Aug 13 - No Cached
  • A University of California Los Angeles team found searching the web stimulated centres in the brain that controlled decision-making and complex reasoning
  • "Internet searching engages complicated brain activity, which may help exercise and improve brain function."
  • The researchers said that, compared to simple reading, the internet's wealth of choices required people to make decisions about what to click on in order to get the relevant informat
  • ...1 more annotation...
  • "A simple, everyday task like searching the web appears to enhance brain circuitry in older adults, demonstrating that our brains are sensitive and can continue to learn as we grow older."
Heather Kurto

http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-documents/1/1306267704-OptimalExperienceinWorkandLeisure.pdf - 0 views

biglearningevent.wisc.edu/...ExperienceinWorkandLeisure.pdf

shared by Heather Kurto on 12 Aug 13 - No Cached
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      It is highly probable that if people admitted to themselves that work can be very enjoyable-or at least, more enjoyable than most of their leisure time is-they might work more effectively, achieve greater material success, and in the process also improve the quality of their own lives.
Heather Kurto

Inquiry: Learning from the Past with an Eye on the Future | Bonnstetter | Electronic Journal of Science Education - 0 views

www.scholarlyexchange.org/...5362

inquiry learning

shared by Heather Kurto on 07 Aug 13 - No Cached
  • I have observed at least three major phases that many teachers go through, or far too often, fail to go through. Phase I might be described by Harry Wong as "Doing what you have been doing, and getting what you have been getting". In other words, Phase I is simply the pre-reform effort phase. Of course, we as educators hope to move teachers to a new vision and this can result in Phase II.
  •     In Phase II, teachers are presented with a new teaching strategy, usually in the context of an afternoon or one day workshop. So armed with this new skill, but little else, they venture back to their classroom to try implementation or worse, write off the whole experience and tell colleagues seated near them that they already do that. What is immediately noticeable for those who at least think about possible implementation, is how these teachers internalize this new strategy and attempt to move it into practice.
  • Phase III is where teachers reflect on 1. what they were doing that worked, and 2. how they might integrate these new ideas into their pre-workshop repertoire of teaching tools.
  • ...2 more annotations...
  •     The sad fact is that we far too often fail to invest either the time or the necessary resources to reach and build Phase III teachers. My personal experience suggests that on average it takes anywhere from three to five years for wide spread single component teacher behavior changes to be firmly implemented among a building faculty and from three to eight years with the same general educational reform agenda to accomplish anything close to systemic change.
  • classroom teachers or teacher educators, we must take the time to reflect on our past efforts and make needed mid-course corrections. Looking for patterns within our reform projects and helping teachers see reform as an evolutionary process and not an either/or response, will help all of us grow as professionals and ultimately improve the education of our children.
Daniel Hacker

Letters: To improve math skills, ban calculators in class - USATODAY.com - 0 views

usatoday30.usatoday.com/...1

shared by Daniel Hacker on 18 Aug 13 - No Cached
  • Daniel Hacker on 18 Aug 13
     
    What is not a waste is ensuring that students comprehend and can use automatically the basics of math so that when their brains are ready for algebra, geometry and calculus, the ability to understand is implanted and ready to go. Judi Buenaflor; Allentown, Pa
Jessica M

TEACHING PEER REVIEW AND THE PROCESS OF SCIENTIFIC WRITING | Advances in Physiology Education - 0 views

advan.physiology.org/...167

PeerEdit Process Students

shared by Jessica M on 21 Jun 14 - No Cached
  • improved grades, much higher quality in the final manuscript,
    • Teresa Dobler
      Teresa Dobler on 21 Jun 14
       
      Benefits of peer editing on student work
  • reducing instructor workload
    • Teresa Dobler
      Teresa Dobler on 21 Jun 14
       
      Everyone wins! Students learn more, students get more feedback, and professor has less on his or her plate
  • e graded on the quality of their reviews, not on the reviews their papers received
    • Teresa Dobler
      Teresa Dobler on 21 Jun 14
       
      So students are held accountable for giving accurate reviews.
  • Jessica M on 23 Jun 14
     
    Benefits of peer editing
Teresa Dobler

Enhancing Student Revising and Editing - 0 views

files.eric.ed.gov/...ED465187.pdf

peer editing

shared by Teresa Dobler on 21 Jun 14 - No Cached
  • icant improvement in students' revising and editing skills in the areasof content and mechanics
  • signif
  • Researchermodels andintroduces- lesson on peerediting
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