1. Self-concept: As a person matures his self concept moves
from one of being a dependent personality toward one of being a self-directed
human being2. Experience: As a person matures he accumulates a growing
reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to
learn becomes oriented increasingly to the developmental tasks of his social
roles.4. Orientation to learning. As a person matures his time
perspective changes from one of postponed application of knowledge to immediacy
of application, and accordingly his orientation toward learning shifts from one
of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to
learn is internal (Knowles 1984:12).
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Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views
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1. Self-concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.3. Readiness to learn. As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
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Learning Reflections - Just another Edublogs.org site - 0 views
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I think I’ll hang around another week.
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talking with the professor and maximizing perception of student to access instructor are small things I can do to enhance the course and student satisfaction.
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I honestly have to say that this is an ongoing process because I learn something new every day that cause me to reevaluate things.
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I have also learned to be Open about to suggestions and change. Why? Because I know that learning is a lifelong process. Continuous learning and education has long since been a part of the social work field.
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doing it
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intent
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Thinking back on my experiences, I can say that I developed a support system and friendships through working with classmates in online classes, but before this class, I never realized that may have been the
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How do I know this? Because I just told you that I did. AND I did it verbatim from memory—that’s how I know. How else do I know that I learned this?
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I have been changed in many ways, particularly in how I think, how I will teach, how and what I will study in the future. I was a proponent of online learning before I took this course, I am a greater fan now that I understand the flip side of the equation. I love the course I built and want to keep working on it and improve on it so when I am ready (in the near future) I can teach it. I still do not think that I am quite ready to teach—there are a few things I need to work on. However, I am confident that I will be ready relatively soon. I feel confident and empowered!!!
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shared by Alicia Fernandez on 12 Jun 14
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University of Phoenix is down but not out - 0 views
www.insidehighered.com/...niversity-phoenix-down-not-out
online readiness University of Phoenix online enrollment
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37% of New York Graduates Meet College-Readiness Standard - 0 views
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shared by Lauren D on 09 Jun 12
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A Chronology and Analysis of the Andragogy Debate - 1 views
www.umsl.edu/...is_of_the_andragogy_debate.pdf
Andragogy analysis debate education learning teaching
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The debate started with Malcolm Knowles, who fueled the conversation, stating that children and adults learn differently according to four assumptions: 1. As a person matures the self-concept moved from dependency toward self-direction 2. Maturity brings an accumulating reservoir of experience that becomes an increasing resource for learning 3. As the person matures, readiness to learn is increasingly oriented towards the person's social roles 4. As the person matures the orientation towards learning becomes less subject-centered and increasingly problem-centered
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Our Mission - The Partnership for 21st Century Skills - 0 views
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Sue's reflections ETAP687 - 1 views
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Perhaps that is why Professor Pickett mentioned she had a hard time with students that felt they had nothing to learn.
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Nothing to learn??!! I am wondering what on earth those folks were expecting. This says nothing about the teacher. But is says volumes about the students. I think readiness is a key component in learning. When a student is not ready, there is nothing even the best teacher can do about it. There is also an attitudinal component in learning which some students lack.
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Though Rogers was referring to these traits in classroom, these same qualities apply to online learning and have been demonstrated by the Professor in the design of this course and in the breeze presentation explaining effective online learning.
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For a while, I never thought I would get here!
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spelling errors
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the finish line is still there right?
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I have struggled with who I am as a “Teacher”. I am a trainer, spoon feeding information for those to do their jobs. A teacher brings students to the level of thinking for themselves…nurturing critical thinkers. A very big part of me now questions my training.
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Unshielded Colliders: Poverty and Education - 0 views
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
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or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
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Relational Context of Teaching - 3 views
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He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
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I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
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However, to be part of the social network and be actively involve citizens, each must become life-long learners.
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... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
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I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
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Eleanor Roosevelt
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June 21st,
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What I would like is to have the option of posting and assessing it as NG (no grade)
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Finally, I carefully considers there are no place where Alex might say “can you tell me more”
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Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses, creating a shared understanding, leading to collaborative knowledge
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Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
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Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
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pay attention
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I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
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This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
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then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
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This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
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I will investigate and use group Wikis
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detailed rubric
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I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
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Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
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plan on using Alex’s rubric for my instructional design,
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Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester.
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While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life. Do you think you can use different models of teaching with different students in the same class?
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I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
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I am saddened and concern for the positivist, behaviorist methods she employs and models. I
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poor grade.
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This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
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Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
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Again if I had scrolled down I would have seen that 12 posts were not required.
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In the future I will build my course off line,
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when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!
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Alex, my Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
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I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.
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I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change that I would experience this summer.
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ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
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Unbound: Observations on the Structure of the Class | The New Media Consortium - 0 views
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shared by Alicia Fernandez on 04 Jun 14
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Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Ad... - 0 views
www.e-education.psu.edu/...%20DiBiase%20Kidwai%202010.pdf
online learning adult education traditional students non-traditional students adult learning theory
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This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for elf-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.
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Try College 101 « Saylor Academy - 1 views
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However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
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a new college student or a person considering a college education
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Reading: College Success
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This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
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This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
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Learning Outcomes
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Unit 7: Academic Writing and Research in College
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This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
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first impression people have of you
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Unit 12: The Social World of College
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ry College 101
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There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
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This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
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Try College 101
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Keys to Success: Are You Ready to Develop an Online Course? presented by Alexandra Pick... - 1 views
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Module 1: Reflect - N2OL: New to Online Learning (... - 5 views
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First read the instructions on "How to participate in a Discussion..." Then enter the first discussion. When you are ready to respond, use the “Reply to This” link to create your response. (Discussion Hint: What are some issues about the online teaching and learning environment that are of concern to you at this stage? What asp
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The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views
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“You are interacting with one single individual at all times. There is no ‘class’ …”
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“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
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I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
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I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
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One activity that I am especially excited to observe is the students tweeting from their placements when they make a course- to- practice connection.
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How am I simultaneously learning how to be an online student and instructor?
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Something that has been proven to work is frequent, immediate instructor feedback.
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This is a HUGE difference I notice between Alex and other instructors. She has definitely built her social presence with me this way. Her podcast on my learning activities was an eye opener for me. It made me feel so good that she had ACTUALLY looked at my work! I have often wondered if other teachers REALLY did that.
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Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment.
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I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field.
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So, reflection has proven its worth yet again: reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
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It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
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Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
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“As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum. We learn with and for each other: as you learn, I learn.
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It causes me to reflect on the similarities between online and physical communities, something I had not thought of before. Could it be that we really are, slowly and steadily, growing into a genuine community?
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I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
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Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
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I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade. Strangely, this course, in which I spend so much time alone, is teaching me that I don’t.
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complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking; include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
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