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Diane Gusa

Study Hacks » Blog Archive » Monday Master Class: How Two Extra Hours Can Make Your Paper Two Times Better - 0 views

calnewport.com/...ke-your-paper-two-times-better

writing moodle ACTIVITY teaching vacation

shared by Diane Gusa on 18 Jun 11 - Cached
  • Monday Master Class: How Two Extra Hours Can Make Your Paper Two Times Better
  • You glance over the relevant readings, crack your knuckles, sigh loudly, check your Facebook feed once more, just in case some vital change in a friend’s relationship status requires immediate, intense attention, then, with great resignation, start writing.
    • Diane Gusa
      Diane Gusa on 19 Jun 11
       
      Sounds familiar?
  • simple tweak to your process — requiring 1 – 2 extra hours —
  • ...6 more annotations...
  • take your readings and go for a walk.
  • “What do I really think about these topics?” “What did this writer really mean?” “What are different things she could have believed instead, and why did she choose this particular angle? “ “What would I have said?” “What do I really think about this? Why?”
  • Dig out a tiny gem of thesis that fits your personal take on the material.
  • settle down in the most inspiring possible room
  • spend just alone with their thoughts, sifting through, in a complicated inner monologue, what they believe and why. Essays and small papers offer you this opportunity. Most students ignore it and instead just blaze ahead blindly in their comfortable, “I hate papers!” writing-centric approach.
  • Take a 1 – 2 hour idea vacation before your fingers hit the keyboard.
Donna Angley

The Thrill of Accidental Learning - 0 views

www.edutopia.org/accidental-learning-teaching

serendipity learning

shared by Donna Angley on 18 Jun 11 - Cached
  • Donna Angley on 18 Jun 11
     
    An excellent essay by Damon Darlin some Sundays back in the New York Times, "Serendipity: Lost in the Digital Deluge," got me thinking -- not for the first time -- about the joys of accidental learning. ~Owen Edwards~
Diane Gusa

Small Insults and Doing Gender - 1 views

www.sagepub.com/...e_West_and_Don_H_Zimmerman.pdf

Module 4 assignment soc ready for grading

shared by Diane Gusa on 22 Jul 11 - No Cached
  • Diane Gusa on 22 Jul 11
     
    Thinking of gender as an achievement
  • Diane Gusa on 22 Jul 11
     
    We usually think of gender as a set of traits (as in femininity and masculinity), a role (as in scripts for behavior), or a social variable (as in salary differences). The doing of gender discuss in this article is different than all of these. Doing gender shifts our attention away from the inner person and to the interaction, where we can see gender as an achievement. I will use this in my introductory module preceding a observation activity of watching a conversation between men and women in a social setting. The final culminating activity will be an blog reflection.
Diane Gusa

ETAP640amp2011: Discussion Rubric - 0 views

ualbany.mrooms.net/...view.php

shared by Diane Gusa on 07 Aug 11 - No Cached
    • Diane Gusa
      Diane Gusa on 07 Aug 11
       
      Do you believe I never scrolled down and saw the grading scale...to think I freaked out all semester thinking 30 points was an "F"...now I understand why Alex said that 12 posts were not needed!!! Imagine finding this on the last week.
Diane Gusa

ETAP640amp2011: Social presence in online learning - 0 views

ualbany.mrooms.net/...discuss.php

shared by Diane Gusa on 16 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 16 Jul 11
       
      Nicole, I think you hit the nail on the head...and something for us to consider when we build our own courses. I will continue thinking about this valuable observation, though I may not reply in a post since the module is running out of time. :(
Kimberly Barss

What does "student-centered" mean to you and . . . - SLN Faculty Online - 0 views

slnfacultyonline.ning.com/...what-does-studentcentered-mean

shared by Kimberly Barss on 18 Jul 11 - No Cached
  • I don't think of my job as student-centered, nor is it teacher- or self-centered, but rather, learnING-centered.  There's a job to do that's shared by the whole class together.
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      This is extremely interesting! Especially that learning and knowledge creation is a shared responsibility by the entire class.
  • The main thing is to focus the students on the practical value of what they're learning by situating the assignments in real-world tasks, where the purpose is to provide something valuable to real people. 
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      again here is the notion of authenticity!
  • In my early years teaching, I was confronted by a graduate student who asked a question which I was not sure of the answer or how to answer it.  When asked by my director how I was doing I mentioned the incident to him.  He indicated that I should not be doing any research on this but the student should seek out the answer to his question.  Later in the class the same student asked a question; I wasn't sure of the answer and suggested to him that he research his question and make a presentation to the class on what he found.  I told him where he could research his question, indicated a couple situations in the real world he could look at.  The next week he presented and commented to the class that the assignment I gave him was very interesting and rewarding for him.  I was gratified, regained my feeling of self-worth, and had a student and class that found the results appropo.  This action was "student-centered".
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      What a great example!! What do you guys think of this? Does anyone use it in their classes now?
Michael Lucatorto

Is Google Making Us Stupid? - Magazine - The Atlantic - 1 views

www.theatlantic.com/...6868

shared by Michael Lucatorto on 18 Jul 11 - Cached
  • how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace  anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
  • Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace  anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
Diane Gusa

Critical Thinking and online learning - 0 views

www.uwex.edu/...04_1288.pdf

COI learning module 4 db critical thinking

shared by Diane Gusa on 09 Jul 11 - No Cached
  • Diane Gusa on 09 Jul 11
     
    Boris & Hall (2005)
Diane Gusa

Writers on writing - 0 views

thelitchfieldliteraryreview.com/id405.html

writers writing learning

shared by Diane Gusa on 21 Jun 11 - No Cached
  • I write to teach myself what I already know. Duane Alan Hahn
  • When once the itch of literature comes over a man, nothing can cure it but the scratching of a pen.  Samuel Lover
  • We do not write because we want to; we write because we have to. Somerset Maugham
  • ...9 more annotations...
  • Writing is its own reward. Henry Miller
  • Writing is the best way to talk without being interrupted. Jules Renard
  • The first step to becoming a better writer is believing your own experience is worth writing about. Pet
  • The only time I know that something is true is the moment I discover it in the act of writing. Jean Malaquais
  • We write to taste life twice, in the moment and in retrospection. Anais Nin
  • Writing energy is like anything else. The more you put in, the more you get out
  • The skill of writing is to create a context in which other people can think. Edwin Schlossberg
  • Resist the temptation to try to use dazzling style to conceal weakness of substance. Stanley Schmidt
  • Writing is thinking on paper. William Zinsser
Diane Gusa

ETAP640amp2011: how do you do it f2f? - 0 views

ualbany.mrooms.net/...discuss.php

shared by Diane Gusa on 07 Jul 11 - No Cached
  • the one who will determine your grade
    • Donna Angley
      Donna Angley on 07 Jul 11
       
      The teacher is not the sole source of a grade; the student is very much a part of the process.
    • Diane Gusa
      Diane Gusa on 11 Jul 11
       
      Hi Donna What I was implying is the students' view. After a whole semester of self-evaluation, peer evaluation, with me only grading one test worth 10% of their grade, a student thanked me for giving her an "A" I smiled and said "Did I give you an A or did you earn a A? She said "Ok I get it, I earned an A, but thanks anyway." To shift students' paradigm/perception of "the teacher" takes work!
    • Diane Gusa
      Diane Gusa on 15 Jul 11
       
      Hi Nicole, Thanks for the resource. I too have been thinking about my F2F these weeks also. I have a intro course up to 45 students...getting everyone to participate every class, even in small groups has been challenging. What I would like to do (but can't) is split the class in two,,,one day in class (while the other half is working online in discussion forums) and the other online (while the other group comes to class for a f2f.
    • Diane Gusa
      Diane Gusa on 15 Jul 11
       
      I will think about it and get back to you.
Diane Gusa

elearningpost » Articles » Experience-Enabling Design: An approach to elearning design - 0 views

www.elearningpost.com/...n_approach_to_elearning_design

e-learning design experience instructionaldesign Learning education

shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Course evaluations would help here.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This describes my experience thus far in this course structure.
  • ...16 more annotations...
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      Key point and it follows how does the designer then rethink the product base on the learner's mind?
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This course is an experience.
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
  • Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
  • sheer absences of structural orientation cues
  • For elearning to be successful, it needs to be crafted for experience at all the above three levels
  • Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
  • She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
  • a designer cannot control the development of expectations in the learners' minds
  • The designer can only control the product
  • Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
  • dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
  • ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
  • One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
  • contribution as creating spaces that evoke desired experiences.
  • Establishing geography lets the viewer get the bearings on the topography of the event.
abeukema

Production Values in Informational/Educational Videos - YouTube - 0 views

www.youtube.com/watch

shared by abeukema on 03 Jun 14 - No Cached
  • abeukema on 03 Jun 14
     
    An argument that production value are not nearly as important as people think they are.
Alicia Fernandez

Digital natives: Everyday life versus academic stud y - 0 views

ro.uow.edu.au/...viewcontent.cgi

digital natives net generation higher education technology

shared by Alicia Fernandez on 03 Jun 14 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    Access to and use of technology by 'digital native' students studying in our universities has been an area of much speculation, though relatively little empirical research. This has led some pundits to call for a radical rethink of how higher education uses technology to deliver education. Others are more circumspect and think it is necessary to hear directly from these 'digital natives' about their actual technology practices before jumping to such conclusions. This paper reports on a study that aimed to do just that; the study comprised a survey of the technology access and practices in both everyday life and for academic study of first year university students. The findings suggest that, for the participants of this study, access and usage of technology does not neatly fit into the stereotype of the 'digital native'. Access to and use of some technologies was found to be quite high whilst others have significant levels of non-adoption. A comparison was made between technologies and activities undertaken as part of students' everyday life in contrast to their academic study and it was found that the usage rates were generally lower for academic study. Access to and use of different technologies for different purposes is variable and university teachers and policymakers need to take this variability into account when making changes at the course or institution levels. What is also required is more in-depth investigation of the technology practices of these 'digital natives' to understand how technology is transforming their social and academic lives and, importantly, how they are shaping technology to suit their lives.
Jessica M

FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING - 0 views

edt2.educ.msu.edu/...Meyer-F2FvsOnline.pdf

Community Education Thinking Online

shared by Jessica M on 04 Jun 14 - No Cached
  • onclude that increasing interaction through online communications is a form of active learning, and students view such coursework more favorably and deem these communication tools (email, bulletin boards) highly.
  • It is fundamental that interaction between the student and course content, the faculty member, and other students contributes to learning.
  • Jessica M on 04 Jun 14
     
    learning needs interactions from all participants..
sschwartz03

Ten Best Practices for Teaching Online - 2 views

www.designingforlearning.info/...tenbest.html

best practices

shared by sschwartz03 on 28 May 10 - Cached
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 28 May 10
       
      Very current and relevant readings
  • Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
    • Francisca Capponi
      Francisca Capponi on 01 Jun 10
       
      very important
  • When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
  • ...6 more annotations...
  • A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
  • Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
  • Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
  • Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
  • As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
  • How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
  • Melissa Pietricola on 31 May 10
     
    This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
efleonhardt

NLVM 9 - 12 - Algebra Manipulatives - 6 views

nlvm.usu.edu/...category_g_4_t_2.html

manipulatives algebra Module 4 Assignment

shared by efleonhardt on 17 Jul 14 - Cached
abeukema and mikezelensky liked it
  • Visualize multiplying and factoring algebraic expressions using tiles.
    • efleonhardt
      efleonhardt on 17 Jul 14
       
      The Algebra Tiles would be a nice tool to have students explore the distributive property. I like the way it is set up because it leads to students begin thinking about how things are factored, which can be hard for students to understand
  • Solve simple linear equations using a balance beam representation.
  • ...2 more annotations...
  • Solve simple linear equations using a balance beam representation.
    • efleonhardt
      efleonhardt on 17 Jul 14
       
      I like both of the balance scales. I really like how they have one that involves negatives while the other does not. Students have a hard time understanding how negative numbers fit into solving equations and I think this could help them. I might use this is the launch for a discussion amoung the students
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 14
       
      so, how are you going to incorporate these tools into your course?
  • abeukema on 19 Jul 14
     
    Look at all the different tools! Looks like there are lots of things available to you in teaching math.
sschwartz03

Vaginal Birth | OER Commons - 1 views

www.oercommons.org/...view

Module 4 Assignment

shared by sschwartz03 on 09 Jul 14 - No Cached
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      This is a great summary of what my course will teach. I want to provide this interactive video in my course, not sure if it will be in within the modules or at the end. Any thought? 
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      I don't know how to advise you on this, but I am glad you found the resource and are thinking about how and when to incorporate it into your course.
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      I like the the video reads to the students therefore letting my students hear and read it themselves. 
  • kasey8876 on 20 Jul 14
     
    Samantha- This is a great find. I like that it is clear without being in your face and also interactive!
kasey8876

Establishing a Foundation for Reflective Practice - 0 views

www.eurodl.org/...Blaschke_Brindley.htm

Reflection

shared by kasey8876 on 06 Jul 14 - No Cached
  • kasey8876 on 06 Jul 14
     
    Critical Thinking and Reflection
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