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Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching education online education online technology learning

shared by Danielle Melia on 27 Jun 12 - No Cached
  • Danielle Melia on 27 Jun 12
     
    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
George Dale

Is the Universe Actually Made of Math? | Math | DISCOVER Magazine - 0 views

discovermagazine.com/...article_view

shared by George Dale on 11 Jun 12 - No Cached
  • George Dale on 11 Jun 12
     
    Nice non-techy discussion of the relationship -of math and reality by cosmologist Max Tegmark
Diane Gusa

From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views

www-distance.syr.edu/sdlhuman.html

self-direction humanism learning db module 4

shared by Diane Gusa on 11 Jul 11 - Cached
  • It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
  • It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
  • We consider it important to understand why some of the philosophical differences between the two disciplines exist.
  • ...8 more annotations...
  • instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
  • As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
  • Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
  • Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
  • "If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
  • The learning environment should allow each learner to proceed at a pace best suited to the individual.
  • It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
  • We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
Alicia Fernandez

Teaching Adults: Is It Different? - 0 views

www.calpro-online.org/...mr00036.pdf

andragogy adult education adult learners

shared by Alicia Fernandez on 03 Jun 14 - No Cached
  • Alicia Fernandez on 03 Jun 14
     
    To be considered a distinct profession with a unique knowledge base (Merriam 2001), the field of adult education advances the idea that teaching adults is different than teaching children. The subject of much debate, this issue has generated assumptions, opinions, and re-search. This publication takes a look at all three in discerning myths and realities associated with the teaching of adults.
lkryder

Alternate reality game - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Alternate_reality_game

alternate reality game ARG

shared by lkryder on 19 Jul 14 - No Cached
  • lkryder on 19 Jul 14
     
    quick overview of ARGs which is the model being used in Quest - a high school in NYC
b malczyk

Balancing Teaching and Research Experiences in Doctoral Training Programs: Lessons for the Future Educator - 0 views

www.ncbi.nlm.nih.gov/...PMC256974

phd training teaching

shared by b malczyk on 03 Jul 12 - No Cached
  • structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasi
  • upplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program
  • If a research-based career is not the ultimate plan for doctoral candidates, then they must consider ways to supplement their education with experiences that directly complement their career goals.
  • ...3 more annotations...
  • must adapt to the changing realities of the Ph.D. job market and the fact that the ivory tower is no longer the likely final destination of their products.
  • novel career options available
  • explosion of varying career possibilities available to new doctoral degree recipients.
  • b malczyk on 03 Jul 12
     
    description of PhD training experiences
b malczyk

Paulo Freire and informal education - 0 views

www.infed.org/...et-freir.htm

freire education

shared by b malczyk on 01 Jun 12 - Cached
  • emphasis on dialogue
  • informal education is a dialogical (or conversational) rather than a curricula
  • should not involve one person acting on another, but rather people working with each other. Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee.
    • b malczyk
      b malczyk on 01 Jun 12
       
      This is in line with our module reading that describes knowledge as being joint constrcuted rather than a top down approach where an expert or textbook guide the instruction.
  • ...4 more annotations...
  • action that is informed (and linked to certain values).
  • enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing.
    • b malczyk
      b malczyk on 01 Jun 12
       
      This is comprable to Brown and Adler's learning to be rather than simlpy learning to know
  • great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed.
  • developing consciousness, but consciousness that is understood to have the power to transform reality'
  • b malczyk on 01 Jun 12
     
    Description of Paulo Freire and his work. He was an influential educator and sought to use education as a means of helping individuals develop a critical consciousness about their life situations. His work was geared towards groups who were oppressed and lacked opportunities.His most famous work was a book titled "Pedagogy of the Oppressed."
Erin Fontaine

The Importance Of Teaching Culture In The Foreign Language Classroom - 0 views

radicalpedagogy.icaap.org/...7-thanasoulas.html

middle school teaching culture

shared by Erin Fontaine on 05 Jul 12 - Cached
  • In reality, what most teachers and students seem to lose sight of is the fact that ‘knowledge of the grammatical system of a language [grammatical competence] has to be complemented by understanding (sic) of culture-specific meanings [communicative or rather cultural competence]’ (Byram, Morgan et al., 1994: 4).
  • Culture in language learning is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing. It is always in the background, right from day one, ready to unsettle the good language learners when they expect it least, making evident the limitations of their hard-won communicative competence, challenging their ability to make sense of the world around them. (Kramsch, 1993: 1)
  • According to them, the teaching of culture has the following goals and is of and in itself a means of accomplishing them: To help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviours. To help students to develop an understanding that social variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave. To help students to become more aware of conventional behaviour in common situations in the target culture. To help students to increase their awareness of the cultural connotations of words and phrases in the target language. To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence. To help students to develop the necessary skills to locate and organize information about the target culture. To stimulate students’ intellectual curiosity about the target culture, and to encourage empathy towards its people.
  • ...1 more annotation...
  • teachers should ‘present students with a true picture or representation of another culture and language’ (Singhal, 1998). And this will be achieved only if cultural awareness is viewed as something more than merely a compartmentalised subject within the foreign language curriculum; that is, when culture “inhabits” the classroom and undergirds every language activity
Catherine Strattner

Afterschool Programs - From Vision to Reality: Explanation - 0 views

www.thirteen.org/...index.html

Afterschool Programs

shared by Catherine Strattner on 12 Aug 12 - Cached
  • Catherine Strattner on 12 Aug 12
     
    Guidelines on how to view and develop afterschool programs.
Amy M

Second Life: Hype or Reality? Higher Education in the Virtual World - DE Oracle - 0 views

deoracle.org/...second-life.html

shared by Amy M on 06 Jun 12 - Cached
  • Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.
  • Second Life places some challenges for educators, such as the high requirements for computer hardware and network speed.
  • The visual context of the virtual world generated a sense of presence and shared space which make students feel that they have experienced the benefits of a real class.
  • ...1 more annotation...
  • With this learning system, named as "Sloodle", professors and students can easily post content from inside Second Life to their online courses, class blogs and wiki pages.
  • Amy M on 06 Jun 12
     
    Research on using SL in higher ed classrooms and communities.
alexandra m. pickett

Reflections Blog - Just another Edublogs.org site - 1 views

wamered.edublogs.org

shared by alexandra m. pickett on 11 Jun 12 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 12
       
      Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : )
    • William Meredith
      William Meredith on 25 Jul 12
       
      I envy you for not having a cell phone!  I took mine to France but told people not to call me.  One of the best parts of being away!
  • it helps remove the filter.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      interesting. really? say more about that. : )
  • Alex mentioned her desire not to allow students to unsubscribe from the posts.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
  • ...28 more annotations...
  • I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
    • alexandra m. pickett
      alexandra m. pickett on 12 Jun 12
       
      i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
  • my presence could be demonstrated in other ways than just logging in daily or talking to students.
  • I came to realize that
  • in this course I feel as though everything I learn is huge.
  • it feels as though I am letting the students go without my assistance.
  • This is were the “earth-shattering” part comes in.  I am learning that I am not letting the students go.  I am going to be there.
  • I can fully see the difference between f2f and online teaching and WHY those differences exist.
  • In the beginning of this course my intention was to translate my f2f assignments and activities to an online format.  This made me feel comfortable as I knew that these activities worked for me and for most of my students.  Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building.  They represented ease for me, and that cannot be the focus in online learning.
    • alexandra m. pickett
      alexandra m. pickett on 26 Jul 12
       
      this is a brilliant observation bill!
  • Yet, I know I will always want to be tweaking my activities!
  • My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
  • But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
  • Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful.  This may not always be the case with f2f courses.  Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes.  For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
  • I am not decisive as I would like to be.
  • While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
  • The article  written by Mark Edmundson, a professor at UVA, questions the validity of online learning. 
  • I have discovered that my thoughts are completely different on online education as a result of this class.  While this is probably not a huge development it has been interesting to watch my opinions change so much.  So, for the moment that is where I am.
  • I discovered that just inserting technology does not suddenly make things better. 
  • I leave this course knowing that presence is more than just responding to students. 
  • Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
  • if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time.  But community depends heavily on presence and the two really work in tandem.
  • Yet, the blame lies solely with me for just assuming that my students know how to do something.
  • Instead, instructors, both f2f and online, need to assume that their students do not know how to do something.  Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments.  Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
  •   I truly struggled with this course and I walk away feeling fantastic about it.
  • Coming into this course I figured we would read a few articles about online education and create a course shell for an online course.  Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed. 
  • Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
    • alexandra m. pickett
      alexandra m. pickett on 19 Aug 12
       
      what would you say? i would like to read that rebuttal.  : ) 
  • Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking. 
  • Online education is the way of the future and more important, it needs to be done correctly.
  • o in my new “educated” role, I would like to try and be an advocate for online education.  I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it.  Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
lkryder

Jane McGonical's book (Reality is Broken) and web site - 0 views

janemcgonigal.com/my-book

games and learning fiero flow

shared by lkryder on 10 Jun 14 - No Cached
  • lkryder on 10 Jun 14
     
    I don't know how to share a book so here is a web site for Jane McGonical that has TED talks and key points about her ideas in the book. I am looking specifically at the 4 key components of any game and the "flow" and "fiero" effect of gaming that I think could be built into learning online.
lkryder

Electronic Frontier Foundation | Defending your rights in the digital world - 0 views

www.eff.org

privacy freedom Digital activism electronic foundation eff frontier

shared by lkryder on 12 Jun 14 - No Cached
  • lkryder on 12 Jun 14
     
    Critically important organization for those of us leading/guiding students and colleagues in education in a digital world
  • lkryder on 12 Jun 14
     
    important reality check - what is really happening in the digital world and how does it impact citizens, students, educators, communities
abeukema

Experience the world like a hawk, rat or bee in 3D game - tech - 06 December 2013 - New Scientist - 0 views

www.newscientist.com/...awk-rat-or-bee-in-3d-game.html

horse vision etap 640

shared by abeukema on 16 Jun 14 - No Cached
  • Schmidt-Morand is especially curious about horses' vision: since their eyes are at the side of their head, they can see what's in front of them, beside them and behind them. Although it would be difficult to recreate this on a screen, it could be possible in a virtual reality room. "It's impossible for me to imagine what this view would even look like," says Schmidt-Morand.
Alena Rodick

Emotional presence, learning, and the online learning environment | Cleveland-Innes | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...2333

online_learning emotion emotional_presence pedagogy

shared by Alena Rodick on 23 Jun 14 - No Cached
  • Those engaged in online learning deal with the effects of emotion on a daily basis, whether in designing instruction, teaching, or learning online. The work of Damasio and LeDoux independently suggests that emotion is neither an objective nor outcome of learning yet is central to cognition. The study of O’Regan (2003) showed that students express their emotions in relation to the various aspects of an online course such as design and organizational issues (i.e., a lack of clear instructions), cognitive issues (i.e., learning materials, success), social issues (during communicating), time management, or technology. Similarly, Cleveland-Innes, Garrison, and Kinsel (2007) also found out that students disclosed emotions in relation to the social, teaching, and cognitive presence in an online course.
  • Research results from multiple studies indicate that emotions are an integral part of the learning environment and influence students’ learning experiences (Cleveland-Innes & Campbell, 2006). According to Baumeister, DeWall, and Zhang (2007), emotions influence outcomes. That is, positive emotions lead to positive outcomes and negative emotions to negative outcomes.
  • Emotion may constrain learning as a distracter but, if managed, may serve as an enabler in support of thinking, decision making, stimulation, and directing. Online learning is replete, not fraught, with emotion. We conclude, with others, that emotion is present in online learning communities
  • ...2 more annotations...
  • Given this reality, emotion must be considered, if not a central factor, at least as a ubiquitous, influential part of learning—online and otherwise (Plutchick, 2003; Stets & Turner, 2006; Wosnitza & Volet, 2005). Therefore, emotions expressed in the online experience, as explained by the CoI model (Garrison, Anderson & Archer, 2000), indicate that emotional presence exists in social, cognitive, and teaching presence.
  • ey to online environments is to acknowledge and discuss emotional tenor as much communicative information is lost without tone of voice and facial expressions— emoticons excepted. The exploration of emotional states that are not present— hidden yet influential—needs attention.
  • Alena Rodick on 23 Jun 14
     
    In spite of evidence that more and more students are engaging in online learning experiences, details about the transition for teachers and students to a new learning environment are still unconfirmed. While new technologies are often expected to make work easier, they also involve the development of new competencies. This change may, in itself, elicit an emotional response, and, more importantly, emotion may impact the experience of online learning. Knowledge about the impact of emotion on learning broadly is available, but not about emotion and online learning. This study presents evidence of emotions present in online environments, and empirical data which suggests emotional presence may exist as a fundamental element in an online community of inquiry.
dkiesel

The Trouble With Online College - 1 views

www.nytimes.com/...ouble-with-online-college.html

online Education

shared by dkiesel on 11 Jun 14 - No Cached
  • dkiesel on 11 Jun 14
     
    I think we need to listen to every complaint so that we are better prepared to explain how to improve the online instructional design.
  • dkiesel on 11 Jun 14
     
    This article cites the problem with attrition rates of students taking online courses. It looks at the fallacy of the high numbers quoted for online learning. In reality, how many students finish the course or continue their education.
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