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alexandra m. pickett

Reflections on Online Learning - 1 views

mikelucatorto.edublogs.org

shared by alexandra m. pickett on 13 Jun 11 - No Cached
  • Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.
  • How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 11
       
      hi mike! i think it is a risk, but i am open to you trying. frankly, i don't see how it can work, but if you are passionate about it and believe it can work and will show and prove that it can, i would support your choice and be very interested to see that.
  • Not just another Edublogs.org weblog. :D
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      brilliant!
  • ...9 more annotations...
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Bookmarked a book in diigo that someone pdf. Teaching as a subversive activity. Wouldn't it be great if you created such a wonderful course that your students CHOOSE to continue learning without credit!
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      You may also want Kohn's Punish by Rewards. Another worn out book on my bookshelp.
  • So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
  • What is my role? What is the future role of the instructional designer?
  • I couldn’t help but think that all of these questions led to more
  • Time to finish strong.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      :-)
  • education is one of the most fundamentally revolutionary acts.
  • he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.
  • I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?
  • Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.
Kristen Della

Instructional Design - 0 views

people.sunyulster.edu/Instructional_Design

Community Inquiry

shared by Kristen Della on 08 Jul 11 - No Cached
  • Kristen Della on 08 Jul 11
     
    Image of Community of Inquiry
Diane Gusa

Pedagogy - Otis College of Art and Design - 0 views

www.otis.edu/...lp_pedagogy.html

assessments PORTFOLIO application college

shared by Diane Gusa on 05 Jul 11 - No Cached
  • In higher education, student-centered instructional strategies are challenging the traditional lecture model. Instead of the “sage on the stage” delivering information (one-way model), institutions are promoting learning models where students collaboratively solve problems and reflect on their experiences (two-way/exchange model).
Kristen Della

Learning Styles Inventory - 0 views

vid.vinu.edu/...ls_inventories.html

Module 4 Assignment learning styles inventory

shared by Kristen Della on 10 Jul 11 - No Cached
  • Kristen Della on 10 Jul 11
     
    Virtual Instructional Designer (VID) Learning Styles Inventory
Diane Gusa

IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory study in the UAE - 0 views

www.iier.org.au/khine.html

ways knowing study learning module 4 assignment

shared by Diane Gusa on 07 Jul 11 - No Cached
  • Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
  • Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
  • Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
  • ...5 more annotations...
  • Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
  • Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
  • Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
  • Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
  • , learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
Diane Gusa

jp_aragon.pdf (application/pdf Object) - 0 views

portfolio.educ.kent.edu/...jp_aragon.pdf

humor module 4 db Online instructional design teaching

shared by Diane Gusa on 10 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Jul 11
     
    Defining presence in an online course, and strategies for creating it
abeukema

Instructional Design for Mediated Education | Blog | Establishing Video Production Values - 2 views

id.ome.ksu.edu/...ishing-video-production-values

production values educational video

shared by abeukema on 29 May 14 - No Cached
  • abeukema on 29 May 14
     
    Eruditio Loginquitas blogs about the need for high quality production values in educational videos.
abeukema

Motivation - Emerging Perspectives on Learning, Teaching and Technology - 0 views

epltt.coe.uga.edu/index.php

motivation perplexity etap 640

shared by abeukema on 05 Jun 14 - No Cached
  • Setting up rigid and realistic goals based on the learner's competence, therefore, is more effective than setting easy goals.
  • Performance goal: I want to avoid mistakes so I can get a good grade.
  • Mastery goal: Understanding the class materials is more important than earning a high grade, and that's why I work hard to learn. My performance is better than it was at the beginning of the semester.
  • ...6 more annotations...
  • Table 1. Classroom structure and instructional strategies supporting a mastery goal Structure
  • reasonable challenge
  • Bandura pointed out that negative messages have an even greater effect on lowering efficacy expectations than do positive messages to increase it.
  • Successful experience: It is the teachers' responsibility to help learners achieve academic success by providing challenging, yet attainable tasks . Successful experience is the most important source of fostering self-efficacy.
  • attributional theories
  • Challenge: Design challenging activities which convey the message to the learners that they have competitive skills. It is essential to find a balance between learner competence and the difficulty of the goals. Overly difficult goals are unlikely to increase learner motivation to continue the task if the learners perceive they will never reach the goal. Likewise, goals that are too easily attained do not sufficiently challenge learners to encourage skill development.
  • abeukema on 05 Jun 14
     
    Well organized webpage with information, power points and pdfs on goals, motivation and learning.
abeukema

Teaching Hands-On Classes Online | e-Literatee-Literate - 0 views

mfeldstein.com/aching_hands_on_classes_online

shared by abeukema on 03 Jun 14 - No Cached
  • What’s interesting is that the methods, i.e., substituting real-world items in the student’s immediate environment when that’s possible and creating online simulations when it’s not, marry so well together in an e-learning environment as strategies for dealing with what is fundamentally an environment of low situational control for instructional designers.
Jessica M

Enabling Students with Disabilities with Computing Interaction and Empowerment though Enhanced Strategic Instructional Course Design - 0 views

content.ebscohost.com.ezproxy.niagara.edu/...93517965.pdf

StudentsWithDisabilities Online Need Benefits

shared by Jessica M on 03 Jun 14 - No Cached
  • or many centuries, education has been focused on the learning of course content, but the learning styles of the students have been ignored .
  • While most of the academic approaches have been centered on the mastery of course content knowledge, not all learners learn in the same way.
  • As a result, different teaching techniques, strategies, and tools may be needed to help all students acquire, understand, and apply learning gained from the course content.
  • ...4 more annotations...
  • visual learners were able to benefit from applications in PowerPoint and Flash Multi-Media technology.
  • students with disabilities are finding technology to be more enabling than disabling at times.
  • us, more students with disabilities are enrolling in online courses. O
  • Auditory learners could benefit from online classrooms with auditory lectures, Podcasts for students, as well as live chats
  • Jessica M on 03 Jun 14
     
    - need to teach students use of technology for future - work place - needs of different type of learners - online classes offer varying opportunities (accommodate different learning styles and strategies) - increase in students with disabilities enrolling in online courses - less barriers for students with disabilities
Alicia Fernandez

Quest to Learn | Institute of Play - 6 views

www.instituteofplay.org/...quest-to-learn

shared by Alicia Fernandez on 15 Aug 13 - No Cached
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      One of our colleagues in this program, Rebecca Grodner, is an English teacher at this school. I was fascinated when she mentioned that the school's philosophy was to reframe failure as iteration. I have made that my personal instructional mantra. She developed the Design Inquiry Cycle and shared this tool for inquiry-based learning in the UAlbany Knilt Wiki. This is the link, http://tccl.rit.albany.edu/knilt/index.php/Lesson_3:_The_Design_Inquiry_Cycle. I plan on using and adaptation of this model in my course's writing module.
Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
  • ...9 more annotations...
  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
alexandra m. pickett

Dobler's Online Learning | One teacher's adventures into online teaching - 3 views

tedobler.edublogs.org

shared by alexandra m. pickett on 09 Jul 14 - No Cached
  • I hope that this is the correct approach to the assignment.
  • The research certainly says it will! According to Ice, Swan, Kupczynski, and Richardson, research has shown that other students find audio feedback more effective than written feedback.
  • At first, I wondered why the checklist was not given while I was developing the course.
    • alexandra m. pickett
      alexandra m. pickett on 10 Aug 14
       
      interesting. I always think of the checklists as formative. You have access to them in the manual. hmmm. need to think about this more. becuase in my mind you do have access to them as you design your cousre. But i also like your reflection. need to think.
  • ...3 more annotations...
  • I plan to continue blogging as I work to incorporate what I have learned into my class this year.
  • “If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better”.
  • I hope that my learning about online teaching really does have positive impacts on my face-to-face teaching.
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