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alexandra m. pickett

My New Adventure in Online Teaching - 1 views

  • I also was reminded that in many cases, our students technical skills often far surpass our own and that our course development and approach to online teaching should be informed by that fact. 
    • alexandra m. pickett
       
      how do you come to this conclusion? is it supported in the SLN demographic data? are you sure this it true? do you buy into the digital native vs. immigrant assertion?
  • I already recognize that this will require me to sacrifice spontaneity and creativity at times but I think on balance it is the right way to go.
  • online teaching requires me to do something I hate - completely rethink my approach. 
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  • theory is easy and practical application is a lot of blood, sweat, and tears. 
  • I’ve constantly considered and reconsidered the importance of my role as the teacher as I’ve laid out Module after Module.
  • I am still not entirely sold on the need to have the entire course completed ahead of time – though who am I to argue with the experts? 
    • alexandra m. pickett
       
      hey bill. our research findings support this assertion and i want you to know that there is a positive and significant correlation between the percentage of course completed prior to the first day of the course and student (and faculty) satisfation and reported learning. Seems like building the airplane whilst in flight is not a good idea - the faculty experience is negatively impacted and the students also notice...
  • In other words, modifications can be done in a controlled setting. 
  • My emotions ran the spectrum from a little bit of anger at being asked to complete a task that I didn’t entirely think was realistic, to disappointment in myself that, even though I thought I had caught up, I obviously was still just treading water.  I’ve settled somewhere in the middle but regardless I decided to just put and shut up and make my way through the remainder of the course development process.
  • what I will take away from it is so much more than any all-nighter I might have put in.  I now feel confident to teach my own online courses and hope to begin implementing a hybrid online program in the 2010-2011 school year.   This class has given me that kind of confidence and I’m all the better for it.
Jessica Backus-Foster

Encouraging Students to Give Feedback - JCU - 0 views

  • Students who believe their efforts will not result in any changes are less motivated
  • Students believe that negative feedback will lead to retribution from their teacher.
  • few minutes spent telling students how you value their feedback can influence their attitude towards feedback.
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  • Feedback should be specific
  • Feedback should concentrate on observable behaviour
  • Feedback should not be personalised or use emotional wording
  • Feedback should describe the effect the behaviour has so the teacher can experience it from a different perspective.
  • Feedback should offer alternatives to the behaviour being criticised
  • Feedback should point out the good and the bad.
  • Give students adequate notice of the evaluation
  • Provide students with adequate instructions.
  • Provide the students with adequate time to give their feedback
JJ Wagner

What is text wrap? - 0 views

  • Home > text wrap text wrap Text wrap is a feature supported by many word processors that enables you to surround a picture or diagram with text. The text wraps around the graphic.
  •  
    Definition of text wrapping
Donna Angley

Word Processor - 0 views

  •  
    Defined.
Diane Gusa

What Do Pit Bulls & Cockroaches Have To Do With Learning & Teaching? - 0 views

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    I emphasize the phrase actively learning because I think some teachers might be relentless, too, but might use the word working instead.-food for thought are our activities more about work?
alexandra m. pickett

Humor in the Online Classroom | TurnedPart.com - 0 views

  • cautions that humor online takes a more conscious effort, one that is more planned and deliberate than the traditional spontaneous moment one might experience in a face-to-face course. Since there are no verbal cues or facial expressions, the right word said at the right time are vital to success. The danger, of course, for both faculty and students, is misinterpretation.
Michael Lucatorto

Why Parents Hate Parenting -- New York Magazine - 0 views

  • Before urbanization, children were viewed as economic assets to their parents. If you had a farm, they toiled alongside you to maintain its upkeep; if you had a family business, the kids helped mind the store. But all of this dramatically changed with the moral and technological revolutions of modernity. As we gained in prosperity, childhood came increasingly to be viewed as a protected, privileged time, and once college degrees became essential to getting ahead, children became not only a great expense but subjects to be sculpted, stimulated, instructed, groomed. (The Princeton sociologist Viviana Zelizer describes this transformation of a child’s value in five ruthless words: “Economically worthless but emotionally priceless.”) Kids, in short, went from being our staffs to being our bosses. “Did you see Babies?” asks Lois Nachamie, a couples counselor who for years has run parenting workshops and support groups on the Upper West Side. She’s referring to the recent documentary that compares the lives of four newborns—one in Japan, one in Namibia, one in Mongolia, and one in the United States (San Francisco). “I don’t mean to idealize the lives of the Namibian women,” she says. “But it was hard not to notice how calm they were. They were beading their children’s ankles and decorating them with sienna, clearly enjoying just sitting and playing with them, and we’re here often thinking of all of this stuff as labor.”
Diane Gusa

Teaching and Learning: Moodle Recipes for Educators - a community cookbook ! - 0 views

  • Students use Glossary to augment their classroom discussion of a novel.
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    Donna saw this as a great activity for your course...instead of key words the class gives exerpts
Diane Gusa

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

  • Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
  • Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
  • an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
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  • Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
  • Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
  • “Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
  • Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
Diane Gusa

Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning - 0 views

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    Abstract: YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education
Diane Gusa

RESEARCH IN ONLINE LEARNING COMMUNITY - 0 views

  • RESEARCH IN ONLINE LEARNING COMMUNITY
  • High Social PresenceLearning in an online learning community occurs as an active social process that is defined as: "the level of social presence depends upon social context, online communication, and interactivity (Tu & McIsaac, 2002)." Online social presence (Hiltz, 1998) is required to ensure the online interaction necessary to sustain community activity. Social presence is a critical factor that affects the online learning community. Gunawardena and Zittle (1997) found that social presence is the predictive of the satisfaction of online learners with their learning. Social presence, online learners' social relationships, tasks being engaged in (Tu & Corry, 2002b), communication styles and personal characteristics have impacts on online learning (Tu & McIsaac, 2001). Therefore, researchers concluded that to foster an ideal online learning community, one should increase and idealize the level of social presence
  • Computer-mediated communication democratizes the online learning environment (DiMatteo, 1990; Rheingold, 1993; Sproull & Kiesler, 1991a
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  • ..for anyone to become an information provider for others, thereby both democratizing information access and enabling new roles for network users. In the most successful online courses, students assume some of the roles that traditionally belong to the instructor" (p. 208).
  • Because of the blurred roles of students and teachers, more weight is placed on the learning process/experience than upon roles. In other words, both students and teachers, as learners, share their responsibilities in online learning. Morrison (1995) argued that the learning process is unbounded by time (when one learns), space (where one learns), mode (how one learns), pace (the rate at which one learns), level (the depth of learning) and role (with whom one learns). Therefore, it is not merely learner-centered; in fact, an online learning community is a learner-driven process. While the learning is in transition from teacher-centered to learner-driven, the focus which had emphasized the needs of organization, government, and institutional is moving to a focus on community-centered needs. This shift has made lifelong learning more important.
  • Effective learning occurs in active approaches that present learning as a social process that takes place through communication with others (Hiltz, 1998; Mead, 1934)
  • Social interaction is a key component in social learning according to Vygotsky's theory.
  • "The level of social presence depends upon social context, online communication, and interactivity. When the level of social presence is high, there is a potential that online learners will engage more interactively in online activities (Tu & McIsaac, 2002).
  • In a knowledge construction community, one should have the opportunity to make contributions that will enhance the total learning value of the community. L
  • Chih-Hsiung Tu
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    conference paper
Diane Gusa

Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views

    • Diane Gusa
       
      Very strong statement!
    • Diane Gusa
       
      I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
  • The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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  • Better comprehension,
  • increased retention of material,
  • more comfortable learning environment
  • effective use of these strategies.
  • Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
  • The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
  • Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
  • According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
  • teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
  • Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
  • According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
  • . In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
  • Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
  • be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
  • Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
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    I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
Diane Gusa

Principles of Learning>Reflection - 0 views

  • Without reflection, learning ends "well short of the re-organization of thinking that 'deep' learning requires" (Ewell, 1997, p.9).
    • Diane Gusa
       
      I can teach but you must learn....words often share with my students.
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    How often does out learning end because we fail to re-organize out thinking?
Diane Gusa

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

  • 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.
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  • 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

Learning-Centered Syllabi - 0 views

  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
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  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Diane Gusa

LEARNING DOMAINS - 0 views

  • The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application
  • The psychomotor domain is skill based. The student will produce a product.
  • The practice level
  • ...1 more annotation...
  • The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels
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    "The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application"
Diane Gusa

Learning to be - 0 views

    • Diane Gusa
       
      I don't know if emotional intelligence covers it completely. When considering spirituality, many cultuures have used a variety of terms: chi, soul, life-force, essence. I think the concept is one that is difficult to put into a word.
  • educating children for a given society, the challenge will be to ensure that everyone always has the personal resources and intellectual tools needed to understand the world and behave as a fair-minded, responsible human being. More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.
Michael Lucatorto

Outliers, the story of success - Google Books - 0 views

  • T HATH NOT SHALL BE TAKEN AWAY EVEN THAT WHICH HE HATH.” —MATTHEW 25:29
  • Success in hockey is based on individual merit—and both of those words are important. Players are judged on their own performance, not on anyone else’s, and on the basis of their ability, not on some other arbitrary fact. Or are they?
Jessica M

Multimodal Composition and the Common Core State Standards - 0 views

  • The standards assume that being literate means being digitally literate.
  • My goal for this column is to highlight strong examples of digital literacies instruction and technology integration that teachers can remix and customize for their students and teaching contexts
  • “One of the biggest communication changes happening today is the shift from the printed word on a page to multiple modes of image, sound, movement, and text on a screen.”
    • Jessica M
       
      even some school assessments are starting to shift to computer based
  • ...1 more annotation...
  • proposition that effective technology integration occurs at the intersections of teachers’ knowledge about technology, pedagogy, and content, or TPAC (see Figure 1).
  •  
    the world is changing to more technology, and multimodal - education is changing with it
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