Skip to main content

Home/ ETAP640/ Group items matching "informational" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
lkryder

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/...primerfull.php

formative assessment CATs assessment classroom assessment techniques Learning

shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
  • Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
  • lkryder on 11 Jun 14
     
    The full primer for convenience
Alicia Fernandez

Top-Ten IT Issues, 2013: Welcome to the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ues-2013-welcome-connected-age

IT issues educational technology technology and education

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    The EDUCAUSE IT Issues Panel has identified its annual top-ten IT issues for higher education. This year's issues reflect the increasing interconnections among external forces, institutional strategic priorities, and information technology in higher education.
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
mikezelensky

Connecting Students to Content: Student-Generated Questions - 1 views

search.ebscohost.com.libproxy.albany.edu/login.aspx

student created questions

shared by mikezelensky on 27 Jun 14 - No Cached
  • mikezelensky on 27 Jun 14
     
    "The more connections and engagement they have, the better they will learn new information. Studies have shown that more student ownership of the course and its content result in better retention and better application of information after the course"
lkryder

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html

tests quizzes assessment brain based learning constructivism knowledge studying nytimes

shared by lkryder on 10 Jun 14 - No Cached
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • the illusion that they know material better than they do.
  • “I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
  • ...7 more annotations...
  • These other methods not only are popular, the researchers reported; they also seem to give students
  • The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
  • But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
  • we are organizing it and creating cues and connections that our brains later recognize.
  • But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
  • The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
  • Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
    • lkryder
      lkryder on 10 Jun 14
       
      I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
  • lkryder on 10 Jun 14
     
    This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
lkryder

The Hitchhiker's Guide To Internal Linking Strategy - 0 views

searchengineland.com/ternal-linking-strategy-158059

links web design linking navigation

shared by lkryder on 20 Jul 14 - No Cached
  • think more about how your users navigate websites, and consider which information they would find valuable based on their current location. Is the information on Page A related to Page B? Would someone reading Page A also want to read Page B?
  • In general, e-commerce sites do this really well
  • The result is an internal linking structure that is intuitive to users and that naturally prioritizes the most important pages for the most relevant keywords.
  • lkryder on 20 Jul 14
     
    A nice overview of how to think about internal linking in web design. although this advice is presented for Search Engine Optimization, it also helps us think about how and why we use links to navigate - including prioritization of content
lkryder

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views

ideas.time.com/...the-protege-effect

teaching teachable agents technology

shared by lkryder on 21 Jul 14 - No Cached
  • Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
    • lkryder
      lkryder on 21 Jul 14
       
      Nachas is a word used in gaming as mentoring, teaching presence from players is common
  • On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
  • A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
  • ...1 more annotation...
  • The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
  • lkryder on 21 Jul 14
     
    Protege effect and some interesting information on "teachable agent"
  • lkryder on 21 Jul 14
     
    interesting to think of the technology as the component the student teaches, rather than as the teaching/teacher presence
Jessica M

How People Learn - 1 views

www.csun.edu/...How%20People%20Learn.pdf

Technology Learning How

shared by Jessica M on 21 Jul 14 - No Cached
    • Jessica M
      Jessica M on 21 Jul 14
       
      "The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement"
    • Jessica M
      Jessica M on 21 Jul 14
       
      "Technologies do not guarantee effective learning, however"
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      "The transfer literature suggests that the most effective transfer may come from a balance of specific examples and general principles, not from either one alone"
    • Jessica M
      Jessica M on 21 Jul 14
       
      "it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge"
  • ...1 more annotation...
    • Jessica M
      Jessica M on 21 Jul 14
       
      "These technologies also provide access to a vast array of information, including digital libraries, data for analysis, and other people who provide information, feedback, and inspiration." 
Irene Watts-Politza

Reflections on Online Teaching - Diane Hamilton - 3 views

dianehamilton.edublogs.org

shared by Irene Watts-Politza on 27 May 12 - No Cached
  • maybe even a little less nervous. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 12
       
      you are doing a great job so far! : )
    • diane hamilton
      diane hamilton on 27 May 12
       
      Thanks!
  • The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
  • I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
  • ...9 more annotations...
  • (even caused me to consider dropping
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i am so glad you didn't : )
  • conversational tone she is requesting we use.
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
    • diane hamilton
      diane hamilton on 27 Jun 12
       
      Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
  • I keep trying to understand why it’s been repeated
    • alexandra m. pickett
      alexandra m. pickett on 25 Jun 12
       
      the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
  • Maybe that’s the point.  Maybe I don’t need to know everything well, just the things I need in the moment. 
  • I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings.  There is a QUEST in every QUESTion!
  • It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
    • Maria Guadron
      Maria Guadron on 29 Jul 12
       
      Great screencast, Diane! What a wonderful way to add social presence and direct instruction
    • diane hamilton
      diane hamilton on 29 Jul 12
       
      Thanks!
    • Catherine Strattner
      Catherine Strattner on 30 Jul 12
       
      I would like to echo Maria! Thinking about doing this in my course as well- thank you for the inspiration!
    • Lauren D
      Lauren D on 31 Jul 12
       
      Great idea with the screencast!
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
    • Irene Watts-Politza
      Irene Watts-Politza on 17 Aug 12
       
      Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
    • diane hamilton
      diane hamilton on 17 Aug 12
       
      Interesting....
Joan Erickson

ITD Journal - 0 views

people.rit.edu/...abell.htm

shared by Joan Erickson on 08 Jun 10 - Cached
  • Teachers and students need assessment tools that connect to individual learning styles and provide key information to teachers. This information will help to guide instruction and allow students to connect with their unique learning style
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      This sounds very vague to me. I would like to see concrete examples of this
  • assessment to provide feedback and adjustment for the instructional process
    • Joan Erickson
      Joan Erickson on 08 Jun 10
       
      Bingo!
  • Universal Design
  • ...4 more annotations...
  • assessment as a deliberate use of many methods to obtain evidence to indicate if students are meeting standards
  • Many of the premier online assessment vendors offer only rudimentary, machine scored true/false, or multiple-choice responses with automatic feedback or essay storage without scoring. Little research has been done to integrate the deep knowledge base we have of learning and assessment into future online assessment tools
  • diverse types of classroom assessments
  • Teachers using online assessment tools can better analyze and adjust teaching approaches based on real-time student assessment data only available through online assessment tools
Joan Erickson

CriticalThinking.org - Defining Critical Thinking - 2 views

www.criticalthinking.org/...define_critical_thinking.cfm

shared by Joan Erickson on 19 Jun 10 - Cached
  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • taking charge of the structures inherent in thinking andimposing intellectual standards upon them
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      still vague
  • raises vital questions and problems, formulating them clearly andprecisely; gathers and assesses relevant information, using abstract ideas tointerpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems
    • Joan Erickson
      Joan Erickson on 20 Jun 10
       
      OK I get it
  • Joy Quah Yien-ling on 20 Jun 10
     
    Describes all that we have been doing!
Joy Quah Yien-ling

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study - 0 views

jcmc.indiana.edu/...ertmer.html

shared by Joy Quah Yien-ling on 19 Jun 10 - Cached
  • According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
  • According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
  • Joy Quah Yien-ling on 19 Jun 10
     
    "Using Peer Feedback to Enhance the Quality of Student Online Postings"
Kelly Hermann

Ten Steps Toward Universal Design of Online Courses: Home Page - 0 views

ualr.edu/tenstepsud

Disability Technology Universal design for learning

shared by Kelly Hermann on 04 Jun 10 - Cached
  • Kelly Hermann on 04 Jun 10
     
    This site presents 10 steps to universally designing online courses. There are also links to other sites (such as WebAIM) to get more information on a particular way that technology can be made more accessible for students with disabilities. This is a good quick overview of the "basics" of accessible technology, especially for students with sensory impairments (hearing and vision).
Mike Fortune

E-Mail: Ten Tips for Writing It Effectively - 0 views

jerz.setonhill.edu/...e-mail.htm

mail

shared by Mike Fortune on 13 Jun 10 - Cached
  • Mike Fortune on 13 Jun 10
     
    This document offers 10 tips to help you write effective professional e-mails. The informal e-mails you exchange with your friends don't have to meet any particular standards, of course, but if you want to be taken seriously by professionals, you should know e-mail etiquette.
alexandra m. pickett

Learning Online Learning - 2 views

shoubang.edublogs.org

shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
Kelly Hermann

AbleData: Welcome to AbleData - 0 views

www.abledata.com/abledata.cfm

Module 4 assignment

shared by Kelly Hermann on 19 Jul 10 - Cached
Sue Rappazzo liked it
  • Kelly Hermann on 19 Jul 10
     
    This site has a wealth of resources for those interested in learning more about assistive technology in general as well as those researching specific products.  AbleData provides resources for users, product reviews and a searchable database of companies that manufacture assistive software and devices, as well as a library that allows users to search for publications and other information about assistive technology.  It is a dynamic website that is updated frequently so it helps users to stay current on a rapidly changing field.
Joan Erickson

YouTube - A Vision of K-12 Students Today - 0 views

www.youtube.com/watch

shared by Joan Erickson on 11 Aug 10 - Cached
  • Joan Erickson on 11 Aug 10
     
    parallels Michael Wesch's video, contains tidbits of information from the first video we saw in etap687.
Joan Erickson

Trigonometry for whom - 0 views

www.clarku.edu/...who.html

module 4 assignment

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    Add this webpage to my "Welcome" link in course information
Joan Erickson

"Who are you?" | Learning Online Learning - 0 views

shoubang.edublogs.org/...who-are-you

shared by Joan Erickson on 17 Jul 10 - Cached
  • This habit of learning may not fare well in the era of information explosion, but that’s who I am as a learner
    • Joan Erickson
      Joan Erickson on 17 Jul 10
       
      Did you see the article "16 mind habits" diigoed by Joy? You have been trained to be a thinker. Being fast and reactionary isn't necessarily a good thing, although that's what most people do when facing a huge volume of information.
Amy Varano

TechTiger's Weblog - 0 views

techtiger.tripod.com/blog

shared by Amy Varano on 21 Jul 08 - Cached
  • Amy Varano on 21 Jul 08
     
    "Uncanny" may be a feeling that most of the parents of students in my online course may be feeling as they support their child in taking an online class.
  • ...5 more comments...
  • Amy Varano on 21 Jul 08
     
    Some of the students in my online course may identify with the character TechTiger. Being part of the millennial generation, they may feel misunderstood by their parents and teachers.
  • Amy Varano on 21 Jul 08
     
    According to Michael Wesch, 112.8 million blogs have been created over the last five years. Anyone could be a published writer!
  • Amy Varano on 21 Jul 08
     
    Click on Kanying's name. We are familiar with blogs and journaling, however it is amazing to see a blog that is written in a different language. It is even more amazing to think about the 112.8 million blogs that are created and how many of them are in foreign languages. If we were cultural anthropologists, what could we learn from viewing these diverse digital journals?
  • Amy Varano on 21 Jul 08
     
    This is a common misconception for parents. They think that because their child is working on a computer it is unconstructive. In some ways their theory is true, especially if their child is not taught how to constructively use the computer as a learning tool. How do we instill in our children and students that the computer is a powerful learning tool?
  • Amy Varano on 21 Jul 08
     
    These are just a few things students could do using a web blog. What if they were instructed on how to use this technology based environment in an educational setting? The child's learning possibilities would soar.
  • Amy Varano on 21 Jul 08
     
    Parents, teachers, and administrators need to be instructed on how to create meaningful learning activities using new technology such as the computer. Students are longing for this kind of authentic and meaningful learning. What is the purpose of school if students are not presented with critical thinking and problem solving activities that bring them to a higher level of thinking and learning?
  • Amy Varano on 21 Jul 08
     
    The resource I would like to add for the MERLOT project is actually a resource that I submitted to MERLOT back in April. The resource is a blog/power point presentation that is designed to be a resource for parents. The information in this power point presentation comes from Victoria Carrington's article "The Uncanny: Digital Texts and Literacy". The power point presentation is designed in an easy to read story book format which tells of a modern day child named "TechTiger" who changes the perspective of his parents, teachers, and other in the older "uncanny" generation due to his media literacy and experiences with contemporary culture. I will incorporate this resource into my online course by adding it to my parent corner. Since my Life Cycle course is intended for a third grade audience, I have designed an area for parents so that they are aware of what their child is learning in this course as well as ways they could enrich their child outside of my course on topics they are learning. Some parents who have their child enrolled in my online course may be "uncanny" to media literacy and have some of the concerns that are addressed in the resource TechTiger's Space. The resource TechTiger's Space may put into perspective some parent's fears with technology as well as the added benefits to put their minds at ease and support their child's online learning experience.
« First ‹ Previous 141 - 160 of 410 Next › Last »
Showing 20▼ items per page