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kasey8876

To Blend or Not to Blend Learning Environments - 0 views

files.eric.ed.gov/...EJ858507.pdf

Blended Learning

shared by kasey8876 on 10 Jun 14 - No Cached
  • kasey8876 on 10 Jun 14
     
    Research comparing student experiences with online-only and blended delivery has often concentrated on graduate students and nontraditional programs
Jessica M

Show me! Enhanced Feedback Through Screencasting Technology - 0 views

files.eric.ed.gov/...EJ1001893.pdf

Technology Feedback Teacher Student

shared by Jessica M on 19 Jun 14 - No Cached
  • What is Screencasting?
  • These videos can be accompanied by a narration recorded whilethe video is created or added at a later date once the recording has been com-pleted
  • combine both visual and auditory input, thusadvancing earlier explorations of the use of audio-recorded feedback andpodcasting as an alternative to handwritten marginal notes (
  • ...3 more annotations...
  • this technology could be used to produce feedback bycreating video-recordings of both his spoken comments and his on-screenactions as he responded to students’ texts. Stann
  • this work is rooted in the belief that multimodal feedback allowsfor a wider range of individual learning styles and preferences
  • and is more likely to provide a learning experience that students will findmemorable
Jessica M

Teaching in an Online Learning Context - 0 views

blogs.ubc.ca/...-an-online-learing-context.pdf

Teacher Presence Online

shared by Jessica M on 15 Jun 14 - No Cached
  • Activities in this category of teaching presence include building curriculum materials.
  • design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
  • Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
  • ...3 more annotations...
  • personalized tone within the course content.
  • his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
  • This writing style helps the learner to identify, in a personalized way, with the teacher.
  • Alicia Fernandez on 15 Jun 14
     
    This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
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
Jessica M

Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations Between Matched Styles and Academic Achievement - 0 views

files.eric.ed.gov/...EJ995172.pdf

LearningStyles Students Strategies Instruction

shared by Jessica M on 10 Jun 14 - No Cached
  • the majority of studies pertaining to learning styles involved participants in secondary or post-secondary education
  • Past research has predominately focused on identifying individuals’ learning style preferences and pattern
  • helping teachers recognize the incredibly diverse needs students bring into the classroom
  • ...2 more annotations...
  • This extends to those with special learning needs
  • and Guild (2001) even suggested                       between teaching and learning styles
  • Jessica M on 10 Jun 14
     
    is there a correlation between student learning styles and teacher instruction strategies?
Alicia Fernandez

The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence - 0 views

files.eric.ed.gov/...EJ837483.pdf

Community of Inquiry teaching presence social presence cognitive presence

shared by Alicia Fernandez on 15 Jun 14 - No Cached
  • Alicia Fernandez on 15 Jun 14
     
    The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.
Teresa Dobler

Social software and participatory learning - 1 views

pdf.thepdfportal.com/...48194.pdf

web2.0

shared by Teresa Dobler on 01 Jun 14 - No Cached
  • learners are active participants orco-producers rather than passive consumers of conten
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      students work together in order to co-create content using online tools
  • mphasises activeparticipation, connectivity, collaboration and sharing of knowledge and ideas among users
  • collaborative remixability – a transformative process in which the informationand media organised and shared by individuals can be recombined and built on to create new forms,concepts, ideas, mashups and services
    • Teresa Dobler
      Teresa Dobler on 01 Jun 14
       
      Students take in content but work together through various social sites in order to reorganize the material and make it their own - students are manipulating the content actively.
Jessica M

Using self- and peer-assessment to enhance studentsfuture-learning in higher education. - 0 views

files.eric.ed.gov/...EJ940101.pdf

PeerEdit Students

shared by Jessica M on 23 Jun 14 - No Cached
  • However, Falchikov (2007) urged us to be wary of all grading processes, not just peer-assessment, and she argued that concerns about the validity and reliability of peer-assessment can be addressed.
  • Jessica M on 23 Jun 14
     
    Be careful when giving grades to students for peer editing
abeukema

PDColor Vision in Horses (Equus caballus): Deficiencies Identified Using a Pseudoisochromatic Plate TesF.js viewer - 0 views

www.equineresearch.org/...hanggi-colorvision.pdf

horse vision etap 640 color reearch

shared by abeukema on 16 Jun 14 - No Cached
  • abeukema on 16 Jun 14
     
    "Color Vision in Horses (Equus caballus): Deficiencies Identified Using a Pseudoisochromatic Plate Tes"
alexandra m. pickett

PDF.js viewer - 0 views

www.learninghouse.com/...0College%20Students%202012.pdf

onlinelearning online-student-demographics

shared by alexandra m. pickett on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    Data compiled via a national survey of 1500 students enrolled or planning to enroll in online education
alexandra m. pickett

Jing, screenshot and screencast software from TechSmith - 1 views

www.techsmith.com/jing.html

screencasts jing screencast TechSmith screenshots

shared by alexandra m. pickett on 13 Jun 12 - No Cached
    • b malczyk
      b malczyk on 20 Jul 12
       
      For the Moduel 4 assignment I explored and practiced using Jing. I know Alex has used it many times in our course. I will use it in the beginning of my course to help student get familiar with blackboard. Many of my students in previous semesters are unfamilar with blackboard. Having a screencast video can help them to feel comfortable with blackboard and help to resolve many questions that students will have right from the beginning.
  • Take Screenshots: Capture an image of what you see on your computer screen Record Screencasts: Record up to 5 minutes of onscreen video
  • Jing eliminates a lot of phone and email time
    • b malczyk
      b malczyk on 20 Jul 12
       
      In previous semester I received several emails at the beginning of the course about how to use the online discussion boards, how to upload files, how to download article etc. Having a video screencast can allow students to watch step by step how to do all of these thing.
    • b malczyk
      b malczyk on 20 Jul 12
       
      In previous semester I received several emails at the beginning of the course about how to use the online discussion boards, how to upload files, how to download article etc. Having a video screencast can allow students to watch step by step how to do all of these thing.
  • ...2 more annotations...
  • Give your students the information they need
    • b malczyk
      b malczyk on 20 Jul 12
       
      For the Moduel 4 assignment I explored and practiced using Jing. I know Alex has used it many times in our course. I will use it in the beginning of my course to help student get familiar with blackboard. Many of my students in previous semesters are unfamilar with blackboard. Having a screencast video can help them to feel comfortable with blackboard and help to resolve many questions that students will have right from the beginning.
  • b malczyk on 20 Jul 12
     
    jing- screen shots on to use blackboard
cpcampbell88

Evaluating Flipped Classrooms - 2 views

mublog.marymount.edu/...ractices-Flipped-Classroom.pdf

flipped classroom

shared by cpcampbell88 on 07 Jun 14 - No Cached
  • cpcampbell88 on 07 Jun 14
     
    Flipped Classrooms provide students with lecture before entering the classroom. This article provides feedback for teachers on how to implement a flipped classroom but also asks thought provoking questions about the practice.
Maree Michaud-Sacks

A Self-Directed Guide to Designing Courses for Significant Learning - 0 views

www.bu.edu/...selfdirected1.pdf

integrated course design

shared by Maree Michaud-Sacks on 11 Jun 14 - No Cached
  • Maree Michaud-Sacks on 11 Jun 14
     
    "A Self-Directed Guide to Designing Courses for Significant Learning "
Jessica M

Critical Literacy, Digital Literacies, and Common Core State Standards: A Workable Union? - 0 views

seaccr.files.wordpress.com/...digital-literaciesand-cccs.pdf

CCS Literacy Technology Online

shared by Jessica M on 12 Jun 14 - No Cached
  • Citation of evidence” and“analysis” are malleable activities, and this mal-leability provides opportunities for educators tocurve them to include a stronger critical literacycomponent.
  • Analyze a complex set of ideas or sequenceof events and explain how specific individuals,ideas, or events interact and develop over thecourse of the text
  • (d)emonstrate command of technology, includ-ing the Internet, to produce, publish, and updatework in response to ongoing feedback, includingfresh arguments or new information
  • ...3 more annotations...
  • Cite strong and thorough textual evidenceto support analysis of what the text saysexplicitly as well as inferences drawn fromthe text, including determining where the textleaves matters uncertain
  • Analyze and evaluate the effectiveness ofthe structure an author uses in his or herexposition or argument, including whether thestructure makes points clear, convincing, andengaging
  • Determine an author’s point of view or pur-pose in a text in which the rhetoric is partic-ularly effective, analyzing how style and con-tent contribute to the power, persuasiveness,or beauty of the text.
lkryder

PROVINCIAL CANADIAN GEOGRAPHIC RESTRICTIONS ON PERSONAL DATA IN THE PUBLIC SECTOR - 0 views

www.hunton.com/...ate_patriotact_white_paper.pdf

student data data storage

shared by lkryder on 13 Jun 14 - No Cached
  • lkryder on 13 Jun 14
     
    Why student data in Canada can't be on US servers and the legal complexities involved- in particular see page 13 -14. Concerns about student data or any personal data being stored has led to restrictions that create issues in teaching strategies, software debugging, help desk protocols etc. FERPA interpretation is part of this landscape.
  • lkryder on 13 Jun 14
     
    Why student data in Canada can't be on US servers and the legal complexities involved- in particular see page 13 -14. Concerns about student data or any personal data being stored has led to restrictions that create issues in teaching strategies, software debugging, help desk protocols etc. FERPA interpretation is part of this landscape.
kasey8876

The effects of trained peer review - 0 views

www.88498888.com/...20131024165925306.pdf

Peer collaboration

shared by kasey8876 on 02 Jul 14 - No Cached
  • kasey8876 on 02 Jul 14
     
    Peer Review training and effects
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