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efleonhardt

Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...2206

development validation distance learning community

shared by efleonhardt on 22 Jun 14 - No Cached
  • e socially and academically integrated in order to provide meaningful learning experiences
  • “relationships with cohorts”
  • hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
  • ...13 more annotations...
  • id not participate as often in departmental activities as residential students,
  • “people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”
  • that student isolation is one of the major problems for online learners
  • Connectedness is the sense of belonging and acceptance
  • are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”
  • can reduce student dropout rates and “can help meet the quality challenge”
  • groups of people engaged in intellectual interaction for the purpose of learning”
  • perceives the availability of, and connectedness with, people in his/her educational setting”
  • social, teaching, and cognitive
  • learners’ levels of motivation and satisfaction.
  • work together collaboratively can reduce levels of student isolation
  • artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.
  • they are more likely to limit their interactions with an instructor and peers or less likely to ask for support
efleonhardt

Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | The International Review of Research in Open and Distance Learning - 1 views

www.irrodl.org/...1271

Collaboration Online

shared by efleonhardt on 15 Jul 13 - Cached
  • Access to education should not mean merely access to content
    • efleonhardt
      efleonhardt on 18 Jun 14
       
      I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
  • instructor skill in creating and managing interaction in online courses
  • rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
  • ...13 more annotations...
  • course design as a critical factor in determining the quantity, quality, and type of interactivity
  • connectivism
  • it relies on the connected learning that occurs through interaction with various sources of knowledge
  • participation in communities of common interest, social networks, and group tasks.
  • Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
  • Transparency of expectations
  • Transparency of expectations
  • Clear instructions
  • Clear instructions
  • Meaning-making/relevance
  • Meaning-making/relevanc
  • scaffolding
  • informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
efleonhardt

Class Charts - seating plans and behaviour management software - 0 views

www.classcharts.com

seatingchart

shared by efleonhardt on 21 Jul 14 - No Cached
  • hey help organise students into appropriate learning groups and minimise behaviour issues
Hedy Lowenheim

Section 1: Course Structure and Content - 1 views

www.sanjuancollege.edu/...2850.asp

design Education onlinelearning teaching groupwork

shared by Hedy Lowenheim on 20 Jun 13 - Cached
  • Martinez (2001) has documented some key design considerations for personalized learning on the web. Martinez makes the following suggestions: “For transforming learners, design environments that are sophisticated, discovery-oriented, mentoring environments where learners who want to be assertive, challenged by complex problem solving situations, and able to self-manage learning and self-monitor progress can attain higher standard, long-term goals. For performing learners, design environments that are project- or task-oriented, energizing, competitive, interactive (hands on) environments, which use coaching, practice, and feedback to encourage self-motivation, holistic thinking, problem solving, self-monitoring progress, and task sequencing, while minimizing the need for extra effort and difficult standards. For conforming learners, design environments that are simple, scaffolded, structured, non-risk environments that use explicit, careful guidance. They should help individuals learn comfortably in an easy, step-wise fashion. These environments should also encourage learners to take assertive, challenging steps towards more independent, self-motivated achievement.”
  • Hedy Lowenheim on 20 Jun 13
     
    "Section 1: Course Structure and Content"
alexandra m. pickett

My Online Teaching Journey | ETAP 640 - 1 views

kasey8876.edublogs.org

shared by alexandra m. pickett on 24 Jul 14 - No Cached
  • I learned that the more you understand and grow the more you can offer your students.
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      Eureka!!!
  • I feel good about what I have created and know that what I learned will help me and my students.
  • I feel accomplished!
  • ...2 more annotations...
  • I found it is the revisions and creation of the product that you learn, you learn in the doing… the applying and the creating.
  • I learned that you need to have a solid foundation to start by assessing skill levels and giving students the fundamentals is an essential process. You need to break learning up into manageable part but embed learning exercises to enhance knowledge. You have to know your audience and be aware of your assumptions. When designing a course you need to use best practices to enhance your course design. You will put a lot of time and effort in the design process… as a result expect a little blood sweat and tears (there is no guarantee you will look the same at the end :).  It is important to remember a students way of learning evolves, that means your teaching style will have to evolve too. Don’t be afraid to try new things…the more you learn the more you can offer your students.  Learn to be a self-reflective, dig deep into yourself but more importantly I learned there is a great thing to be gained in the perspective of others, value that and seek that out. This course is more than a process it is a journey!
    • alexandra m. pickett
      alexandra m. pickett on 20 Aug 14
       
      wow! ... this is why i love metacognitive reflection!
Tera

MoodleBites: MoodleBites for Course Designers - 1 views

www.moodlebites.com/...category.php

shared by Tera on 01 Jun 10 - Cached
  • The MoodleBites for Course Designer builds upon the MoodleBites for Teachers course to help participants create and manage outstandingMoodle courses.
Tera

Development:Moodle Accessibility Specification - MoodleDocs - 0 views

docs.moodle.org/...le_Accessibility_Specification

moodle accessibility ada

shared by Tera on 01 Jun 10 - Cached
  • he document specifies improvements to the accessibility of the Moodle course management system
Joan Erickson

Gender Differences in Online Learning - 0 views

connected.waldenu.edu/...er-differences-online-learning

gender online stuart young mae mcsporran

shared by Joan Erickson on 09 Jun 10 - Cached
  • Many women who for cultural reasons may feel shy or restrained in the classroom are able to flourish in an environment of greater anonymity that lacks face-to-face interaction
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      Francisca: Could this be one of the reasons?
  • men are less likely to read their instruction
    • Joan Erickson
      Joan Erickson on 09 Jun 10
       
      although supported by a research paper, is this a fair generalization of young male learners?
  • include differences in performance, motivations, perceptions
  • ...4 more annotations...
  • skills related to self-regulation
  • ability to manage time
  • organize material, rehearse their lessons
  • men tend to leave parts of their online assignments incomplete and to be tardy in turning them
Joan Erickson

Our last week together | Sue's reflections ETAP687 - 1 views

srappazzo.edublogs.org/...our-last-week-together

shared by Joan Erickson on 13 Aug 10 - Cached
  • It has been a long journey.  I have struggled with who I am as a “Teacher”.  I am a trainer, spoon feeding information for those to do their jobs.  A teacher brings students to the level of thinking for themselves…nurturing critical thinkers.  A very big part of me now questions my training. 
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I agree. We just need to micro-manage a little less, and give students more space to explore and learn autonomously, which providing sufficient structure. Not too much - just the right amount.
  • To look at your own course objectively is difficult
    • Joan Erickson
      Joan Erickson on 13 Aug 10
       
      completely agree with you. the peer reviews were essential to my finishing the course!
Robert Braathe

Lee Cockerell - Lessons in Leadership - 0 views

www.leecockerell.com

balance cockerell lee management time

shared by Robert Braathe on 25 Jun 08 - Cached
  • Robert Braathe on 25 Jun 08
     
    Lee Cockerell offers speeches, seminars and consulting services to share leadership lessons learned over 40 years in the hospitality industry with Hilton, Marriott and Disney.
Jessica Backus-Foster

Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) - 0 views

www.eiconsortium.org/...msceit.html

EQ Mayer Salovey MSCEIT

shared by Jessica Backus-Foster on 06 Jun 09 - Cached
  • The Four Branches of Emotional Intelligence Perceiving Emotions: The ability to perceive emotions in oneself and others as well as in objects, art, stories, music, and other stimuli Facilitating Thought: The ability to generate, use, and feel emotion as necessary to communicate feelings or employ them in other cognitive processes Understanding Emotions: The ability to understand emotional information, to understand how emotions combine and progress through relationship transitions, and to appreciate such emotional meanings Managing Emotions: The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jun 09
       
      It seems that since the study/article Kristina talked about, they have now included music in the study! That's a testimony to the benefits of music education in SEL!
  • Jessica Backus-Foster on 06 Jun 09
     
    This site describes the parameters of the EI test designed to measure the four branches of the EI model of Mayer and Salovey
Bill Hooper

Economics Interactive Tutorial: Elasticity - 0 views

hadm.sph.sc.edu/...Elast.html

Module 4 Assignment lesson economics elasticity interactive

shared by Bill Hooper on 20 Jul 09 - Cached
  • In each of the following examples, choose whether you would expect demand to be elastic or inelastic. In none of these examples will the demand be as elastic as the demand for gasoline at a particular gas station on a street with many gas stations. Drivers will flock to a gas station with a price a few pennies below its neighbors' prices, and will abandon a gas stations with a price a few pennies higher. Choose "Elastic demand" if you think that buyers will buy somewhat less if the price goes up, or somewhat more if the price goes down. Choose "Inelastic demand" if you think that the buyers will buy about the same amount if the price goes up or down. An unconscious bleeding man is brought to a hospital emergency room. A patient is given a presciption for a drug to control high blood pressure. The patient's insurance doesn't cover drugs, so the patient must pay out of pocket. A hospital in-patient has insurance that will pay all charges. What would the demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever? A senior signs up with a managed care plan to get the Medicare drug benefit. Even though the senior is locked in for a year, the plan can, at any time, change which drugs it will pay for, based on the plan's judgement about a drug's effectiveness and price relative to other drugs that do about the same thing. For members of that plan, what might the demand for the Darvon be like? Darvon's cheapest alternative might be acetomenophen (Tylenol) in this case. A family has a high-deductible health insurance policy. The effect is that the family pays for primary care office visits out of pocket. Now, one of their children has an earache. What would their demand be like for an office visit to get this checked out? In general, if the decision-maker has an incentive to spend less on some product and if there is an adequate substitute for that product, then demand is more ...
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      This area is a perfect tool for the student to self-assess whether or not he/she grasps the concept of elasticty. The student reponds to each scenario and is provided with an immediate solution to confirm their answer.
  • Health Savings Accounts -- The Best Way to Make Demand More Elastic?
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      This section would be the perfect way to take the concept of elasticity and apply it to a current event. It could also be an excellent prereading for a discussion or blog.
  • Elasticity
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      This initial section provides a nice summary of elasticity and would be useful to assign as a reading to provide background at the beginning of the module.
  • ...1 more annotation...
    • Bill Hooper
      Bill Hooper on 20 Jul 09
       
      Terrific website to use as part of a short unit on elasticity. It provides all the basic background information, provides a self-assessment, and applies it to a current event. Students should have no trouble getting some good information out of this site.
  • Bill Hooper on 20 Jul 09
     
    This is a very cool interative activity for students to use in their learning about the concept of elasticity.
Jeanne Cousineau

ANGEL Learning -- Learning Management Suite for K-12 and Higher Education - 0 views

www.angellearning.com

teaching tool

shared by Jeanne Cousineau on 28 May 09 - Cached
  • Jeanne Cousineau on 28 May 09
     
    ANGEL is the cours design used at Empire State College.
Jennifer Boisvert

Microsoft Visual SourceSafe Roadmap - 0 views

msdn.microsoft.com/...aa302175.aspx

sourcesafe **file backup**

shared by Jennifer Boisvert on 16 Jul 09 - Cached
  • Visual SourceSafe is a version control system that: Protects users from accidental file loss. Allows back-tracking to previous versions of a file. Allows branching, sharing, merging, and management of file releases. Tracks versions of entire projects. Tracks modular code (one file that is reused, or shared, by multiple projects).
  • Jennifer Boisvert on 16 Jul 09
     
    Microsoft Program that allows files to be shared and backed up.
Kristen Della

Moodle Forum on Constructivism - 0 views

moodle.org/...discuss.php

constructivist constructivism LMS Moodle

shared by Kristen Della on 26 May 11 - No Cached
  • Kristen Della on 26 May 11
     
    Moodle is a Learning Management Systems (LMS) that is based off of (and utilizes) a constructivist learning perspective.
Kristen Della

Creating and implementing successful online learning environments: a practitioner perspective - 0 views

www.eurodl.org/index.php

Online learning practioner

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Creating and implementing successful online learning environments: a practitioner perspective. This paper is about how we attempted to overcome barriers to the use of Computer Mediated Conferencing (CMC) for effective learning in Open University Business School (OUBS) courses and the implications for successful implementation. We begin with a brief overview of potential barriers and the ways in which we attempted to overcome them. We then expand on this in the remainder of the paper. This practitioner perspective is based on an action research study in the OUBS, involving 300 part time management tutors using CMC based on FirstClassTM software as part of their multi-media distance learning courses (Salmon & Giles 1999). The results reported in this paper are intended to be a guide to help practitioners to make the most of the pedagogic opportunities provided by CMC.
Kristen Della

Instructional Design Models - 0 views

carbon.ucdenver.edu/...idmodels.html

instruction models instructional design

shared by Kristen Della on 30 May 11 - Cached
  • Kristen Della on 30 May 11
     
    Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity. University at Colorado, Denver.
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