Textbooks, curricula, and our educational system itself are the products of a mechanistic past. School knowledge is pre-determined by a centralized authority, and delivered in a linear format to a mass audience. The system is standardized, mass produced, scheduled, etc. In the classroom, the emphasis has been on teaching - it is expected that the learning will simply follow. The act of teaching, then, is seen as transfering information in a controlled sequence, a process that eliminates context
Group items matching
in title, tags, annotations or url
4More
Linear and non-linear learning | Ken Carroll - 0 views
-
-
If there is a metpaphor for learning in the natural environment it may be the network rather than the line: our neural networks
-
Age of Networks,
1More
Establishing an Online Teaching Presence - 0 views
-
"Teaching presence begins before the course commences as the teacher, acting as instructional designer, plans and prepares the course of studies, and it continues during the course, as the instructor facilitates the discourse and provides direct instruction when required (Anderson, et al, 2001)."
ENFORCEMENT GUIDANCE: REASONABLE ACCOMMODATION AND UNDUE HARDSHIP UNDER THE AMERICANS W... - 0 views
7More
One Step at a Time- Lauren D. - My journey through ETAP 640 - 1 views
-
dig deeper.
-
Lauren: you are almost there!!! what did you learn? how did you learn it? how do you know you learned it? what was it about the questions that made you dig deeper. what points were bought up about student-centered learning, meaningful discussions and writing intensity and enriched course materials? what did you learn about your classmates? make your thinking and learning visibile to me here. REFLECT!! add links to support your assertions and make your content more engaging. Think about the reader. think about your voice. engage me! did you see my reply to your comment on someones blog about ADDIE ? try to find it. (ask rob what i think about ADDIE : )
-
-
-
Sounds you have been very thoughtful in your approach to setting up your course.
-
-
Using YouTube, we learn that people all over the world can connect and share ideas, but it has become way more of a teaching tool. People are using this to reflect on themselves and the world around them. One student mentioned how they saw this as an inner thought process: how others would perceive them and how the conversation became inner-mediated. With the activities that we have in the course, the discussions, and blogs we learn to become self-sufficient learners. Not only through the reflective process, but in the activities geared towards the process of learning and why it is important to learn and help each other learn.
- ...3 more annotations...
-
I believe if I didn’t have this opportunity to reflect, it would have been a thought but I would not have acted on it. At first I thought blogging and journaling was just busy work and I wasn’t too excited to do them, but I have found great benefit from thinking about how I learn, why I learn and how I can use this to improve my contributions as an educator and student and that deflated feeling is going away with every week that passes and it is renewing my faith in education and where it is headed.
-
The course was developed in a way that the harder you work and the more you participate the better the experience and the more you will get out of it. I can guarantee that all of us were nervous and scared the first time we entered this course. The first day we knew that it was going to be a challenging, but we have made it to the end with a lot of rewarding experiences and a lot of lessons learned along the way.
-
Being a students and feeling like my work is getting noticed and valued is a tremendous boost in wanting to participate in the course and in my course design.
2More
04_1127.pdf (application/pdf Object) - 1 views
-
Article on how collaboration and community are main factors in developing an effective online learning environment. -
Working in groups in an online setting can be tricky. In one of the classes we used Titan Pad, which acts as a big instant messanger. We would share ideas and post parts to a project. Here an example of one I used: http://titanpad.com/MRYfaMK1Np
Inclusive School Community - 0 views
34More
Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views
-
The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
-
Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
-
-
Yuri Lotman,
- ...28 more annotations...
-
described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
-
texts “fulfill at least two basic functions:
-
fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
-
online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
-
For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
-
our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
-
the posting data support the claim that the teachers adopted an initiating role.
-
Greater activity:
-
Greater influence on topic:
-
Faster response times:
-
When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
-
Orientations to Teaching
-
Activity Orientation
-
In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
-
offered students tips about articles, books and Internet sites
-
Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ active searching also meant that students came into contact with information which extended their learning beyond the task itself.
-
None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
-
Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
-
In contrast to the teachers most of the student group were satisfied with the course conversations.
-
A few
-
felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
-
Many students emphasised the importance of teaching that corroborated or validated their learning.
-
None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
-
This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
-
Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
-
three different aspects of teaching,
-
a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
-
Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
-
-
Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
3More
shared by Joan McCabe on 16 Jun 12
- No Cached
Social Networking - Create Online Identity - 0 views
socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity
social networking netiquette online identity
shared by Joan McCabe on 16 Jun 12
- No Cached
-
Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.
-
3. Etiquette - Using Your Online Manners!
Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.
Consider the following etiquette tips when using social networking sites:
- Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
- Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
- Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
- Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
- Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
- Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
- Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
- Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
- Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
- Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.
Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.
Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
-
Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
8More
Progressivism & America's Rise to World Power - 0 views
-
With input from the “muckrakers”—journalists such as Ida Tarbell, Lincoln Steffens and others—and under the leadership of Theodore Roosevelt and many other political and business leaders, the nation began to clean up its act.
-
-
-
Progressive Era Documents
-
Great documents that can aid student learning. This contains primary source materials that should help students in my future course complete their "artifact" portfolio
-
- ...2 more annotations...
-
Imperialism & War Documents
-
External Links
-
Students (and instructors) are able to further their research and understanding of the Progressive Era by following the below links to outside websites.
-
-
An online social studies textbook for the Progressive Era. It contains articles, resources, and activities to teach this time period in a social studies environment
3More
http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-docume... - 0 views
-
-
The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
-
-
-
Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
-
-
-
It is highly probable that if people admitted to themselves that work can be very enjoyable-or at least, more enjoyable than most of their leisure time is-they might work more effectively, achieve greater material success, and in the process also improve the quality of their own lives.
-
11More
Drama Teacher Attempts Creation of Online Learning « Acting Education for iPa... - 0 views
-
What has surprised me the most in creating this course is how similar effective online teaching is to effective classroom teaching.
-
-
the grade is secondary to the learning,
-
every problem became an opportunity,
- ...5 more annotations...
-
I failed to fail.
-
teaching online is not that much different from teaching F2F;
-
(answers on a postcard please.)*
-
-
(perhaps I should create one!)
-
“Can a drama class be taught online?” Yes, absolutely, yes.
6More
Community in the Classroom: An Approach to Curriculum and Instruction as a Means for t... - 1 views
-
-
"It is essential to begin laying a foundation for a community to emerge and develop from the first day of school; the initial experience must reflect the need for and importance of forming a classroom community." - same thing for online classes - the first activity, discussion, or contact needs to help develop class community
-
-
-
"The teacher must remain true to the process and gradually invite students to direct their own learning." - getting students to lead discussions comfortably and be apart of a community is a process, you need to work students towards these goals and show them what you expect of them first
-
-
-
"improving their self-concept and confidence is to work to build relationships within an intellectually safe classroom community" - very true for high school students, many often lack the confidence in their own work and understanding at first
-
- ...3 more annotations...
-
-
Three key feature of communities: Inclusiveness, Participation, and Shared Cognition
-
-
-
"promote and develop a classroom environment where students are trusted, willing, and able to engage in responsible dialogue and inquiry and to create meaning" - students need to trust each other, be able to listen and respect everyone's interactions in the class
-
-
-
"School is a place where students should feel safe to engage intellectually, socially, and emotionally in the act of learning" - once students feel this safety within their community, they are more willing to participate and openly engage in their learning
-
4More
Sam Wineburg: Historical Thinking and Other Unnatural Acts - 0 views
-
a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past.
-
his book demolishes the conventional notion that there is one true history and one best way to teach it.
-
Sam Wineburg says that we are asking the wrong questions.
4More
Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 0 views
-
The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
-
The ‘more knowledgeable other’, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.
-
-
4More
Argumentation and Critical Thinking Tutorial Main Page - 0 views
-
FORMAL LOGICAL STRUCTURE
-
SELECT A TEST
-
This is another useful website that provides some online quiz-like tests for learners to get familiar with basic ideas of argument, such as validity. These questions are designed in a preliminary way, i.e., web 1.0 way. Limited interactivity, lack of multimedia components, and, frankly, quite boring. I wouldn't use it in my class. -
-
4More
facilitator - 0 views
-
Role of Discussion Facilitator: Encourage and guide the discussion Be clear about the purpose and expected outcomes of the discussion Encourage participants to respond to each other as well as to the facilitator Recognize participants via private and public messages Share information and resources and encourage others to do the same Create a welcoming environment Tie together the threads of the discussion and summarize it Enforce the discussion group ground rules, if necessary Keep the discussion focused on the topic Clarify the questions and comments of participants, if necessary Act as an unbiased, neutral commentator Participate regularly, Actively and thoughtfully Ask leading questions; resist being too chatty Decide when to resolve conflict/hostile interAction
-
This is like a quick reference guide of things to remember when creating an online course and facilitating discussions.
-
-
Quick reference for tips to keep in mind while creating discussions in an online environment.
-
While creating my course, hiking101, I want to keep in mind the role of discussion facilitator. This source was found through Merlot, and provides a quick snapshot of things to remember.
17More
Reflections on Online Learning - 1 views
-
Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.
-
-
How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.
-
hi mike! i think it is a risk, but i am open to you trying. frankly, i don't see how it can work, but if you are passionate about it and believe it can work and will show and prove that it can, i would support your choice and be very interested to see that.
-
-
Not just another Edublogs.org weblog. :D
-
- ...9 more annotations...
-
-
Bookmarked a book in diigo that someone pdf. Teaching as a subversive activity. Wouldn't it be great if you created such a wonderful course that your students CHOOSE to continue learning without credit! -
You may also want Kohn's Punish by Rewards. Another worn out book on my bookshelp.
-
-
So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
-
What is my role? What is the future role of the instructional designer?
-
I couldn’t help but think that all of these questions led to more
-
Time to finish strong.
-
-
education is one of the most fundamentally revolutionary acts.
-
he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.
-
I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?
-
Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.
12More
Writers on writing - 0 views
-
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
15More
Teaching Creativity - 0 views
-
Most five year olds are totally confident that they can draw, sing, and dance. Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
-
She will no longer feel competent or creative.
-
When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
-
I have experienced this with my students, but now I also understand that they need more confidence to be risk-takers
-
- ...11 more annotations...
-
In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on. These are limitations to jog or jump start the creative impulse.
-
In creative teaching, assignment limitations provide a way to change the student's habits of work
-
people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
-
a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
-
Teach creativity by giving TIME FOR THE CREATIVE PROCESS Assign HOMEWORK OF THE MIND
-
When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
-
To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
-
The scientific method says that questions must be answered experimentally and the results are repeatable.
-
the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
-
True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
-
The creative process includes preparation, incubation, insight, elaboration, and evaluation.