Group items matching
in title, tags, annotations or url

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

13More

parker j. palmer: community, knowing and spirituality in education - 0 views

shared by Diane Gusa on 17 Jun 11 - Cached

The culture and size of the institutions and settings where people teach, the emphasis upon achieving grades and gaining marketable skills, and the pressure to 'produce' all take their toll.
...

Cancel
To Know as We are Known (1983, 1993) Parker J. Palmer explores an understanding of education that looks to community and its recovery.
...

Cancel
'Knowing of any sort is relational, animated by a desire to come into deeper community with what we know' (Palmer 1998: 54).
...

Cancel
...10 more annotations...
'a rich and complex network of relationships in which we must both speak and listen, and make claims on others, and make ourselves accountable' (Parker Palmer 1993: xii)
...

Cancel
community of truth'
...

Cancel
as Carl Rogers might have put it, from the diadactive to the facilitative.
...

Cancel
- Diane Gusa on 17 Jun 11
  
  One of my favorite book. It always inspires me,
  
  <div class="cArrow"> </div><div class="cContentInner">One of my favorite book. It always inspires me,</div>
  
  ...
  
  Cancel
...

Cancel
This distinction is crucial to knowing, teaching and learning: a subject is available for relationship; an object is not.
...

Cancel
the subjects around which the circle of seekers has always gathered - not the disciplines that study these subjects, not the texts that talk about them, not the theories that explain them, but the things themselves (1998: 107).
...

Cancel
Clearly community is a process. But it is also a place.
...

Cancel
The task of the educator in all this is to make a space so that the great thing has an independent voice, to speak for itself - and to be heard and understood.
...

Cancel
In To Know As We Are Known, Parker J. Palmer argues that a learning space has three essential dimensions: openness, boundaries and an air of hospitality (1983; 1993: 71-75)
...

Cancel
As I teach, I project the condition of my soul onto my students, my subject, and our way of being together
...

Cancel

33More

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached

Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
...

Cancel
learners in employment bring a different set of needs, strategies and motivations to the learning process.
...

Cancel
frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
...

Cancel
...27 more annotations...
Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
...

Cancel
Cognitive Load Theory
...

Cancel
states that learning is initially processed in working memory
...

Cancel
Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
...

Cancel
Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
...

Cancel
 “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
...

Cancel
It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
...

Cancel
This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
...

Cancel
The multi
...

Cancel
al learning tasks of the first time eLearner
...

Cancel
dimension
...

Cancel
(1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
...

Cancel
come to terms with the computing technologies involved.
...

Cancel
develop a mental model of the content structure and navigation system in order to find his/her way around
...

Cancel
engage with the learning materials, readings, activities and assessments that make up a programme of study
...

Cancel
Confronting the actual content and of becoming a learner again.
...

Cancel
anxiety
...

Cancel
abandon his/her existing mental model of what it is to be a learner in a formal learning situation
...

Cancel
embrace a model based on a self-directed and motivated learner
...

Cancel
undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
...

Cancel
Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
...

Cancel
actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
...

Cancel
Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
...

Cancel
Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
...

Cancel
In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
...

Cancel
The one area where something may be done to reduce attrition is in the early stages of an online course.
...

Cancel
Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
...

Cancel

b malczyk on 22 Jun 12

Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.

<div class="cArrow"> </div><div class="cContentInner">Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.</div>

...

Cancel
Irene Watts-Politza on 07 Jul 12

The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.

<div class="cArrow"> </div><div class="cContentInner">The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.</div>

...

Cancel
Alicia Fernandez on 12 Aug 14

Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.

<div class="cArrow"> </div><div class="cContentInner">Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control. </div>

...

Cancel

4More

Building a Better Teacher - NYTimes.com - 1 views

www.nytimes.com/...07Teachers-t.html

shared by Joan Erickson on 01 Jul 10 - Cached

Cook County Normal School, run for years by John Dewey’s precursor Francis Parker
...

Cancel
progressivism
...

Cancel
progressivism or its contemporary cousin constructivism: a theory of learning that emphasizes the importance of students’ taking ownership of their own work
...

Cancel

Joan Erickson on 01 Jul 10

this is about questioning what makes teachers good? Doug Lemov (Albany based) set out to find the answer to the question

<div class="cArrow"> </div><div class="cContentInner">this is about questioning what makes teachers good? Doug Lemov (Albany based) set out to find the answer to the question</div>

...

Cancel