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!!
Group items matching
in title, tags, annotations or url
57More
Relational Context of Teaching - 3 views
-
-
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.
-
However, to be part of the social network and be actively involve citizens, each must become life-long learners.
-
... 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.
-
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.
-
- ...25 more annotations...
-
Eleanor Roosevelt
-
June 21st,
-
What I would like is to have the option of posting and assessing it as NG (no grade)
-
Finally, I carefully considers there are no place where Alex might say “can you tell me more”
-
Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses, creating a shared understanding, leading to collaborative knowledge
-
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).
-
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.
-
-
pay attention
-
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.
-
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!
-
-
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.
-
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.
-
-
I will investigate and use group Wikis
-
detailed rubric
-
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?
-
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
-
-
plan on using Alex’s rubric for my instructional design,
-
-
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.
-
-
-
-
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?
-
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!
-
-
I am saddened and concern for the positivist, behaviorist methods she employs and models. I
-
poor grade.
-
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.
-
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.
-
Again if I had scrolled down I would have seen that 12 posts were not required.
-
-
In the future I will build my course off line,
-
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!!!!!!
-
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.
-
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.
-
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.
-
ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
6More
eCoaching Tip 51: A Garden of Three Presences - Social Presence, Teaching Presence and ... - 1 views
-
Social presence is the ability to project oneself Socially and affectively in a virtual environment. You achieve Social presence by being a real -- three-dimensional -- person to your students. Another way of saying this is that you let yourself be known as a person with a life in addition to your role as a teacher/mentor.
-
teaching presence is the work of teaching both before and during the course. It includes the designing and developing the course and in directing and supporting the learners during the course delivery. Teaching presence is manifested in the course materials -- in the syllabus, assignments, choice of readings and discussions. Teaching presence is also manifested in everything the faculty member does to guide, support and shape the learners' experiences. Effective teaching presence sets clear expectations and supportive guidance.
-
Cognitive Presence is the extent to which a group of learners are able to 'construct meaning through sustained communication.' (Garrison, 2006)
- ...2 more annotations...
-
Faculty sets high expectations for student inquiry and expectations Faculty examine student responses and probes, challenges, questions encouraging thought and analysis of ideas and content Learners participate thoughtfully in the discussions, responding to content and thoughts and questions from other learners so that a sustained communication occurs. Faculty and students strive to ensure that project outcomes are long-lasting and meaningful.
-
Of all the best practices for online teaching, the most important practice is "being there." Being there is the core of presence, letting your students know that you are there to direct, to guide, to listen and to share your expertise with your learners. This tip takes you on a guide through a Garden of Three Presences for Online Teaching and Learning - Social Presence, Teaching Presence and Cognitive Presence (Garrison, 2006b). This tip defines the three types of presence and then lists tools and behaviors - for both faculty and students -that support these three types of presence.
3More
The social construction of knowledge: how far does it go? | Paulo Freire, Critical Peda... - 0 views
www.freireproject.org/...nowledge%3A-how-far-does-it-go
social construction knowledge pedagogy education
shared by Catherine Strattner on 01 Jul 12
- No Cached
-
In short, “all knowing depends on the structure of the knower” and “every act of knowing brings forth a world”.
1More
The Development of a Community of Inquiry over Time in an Online Course: Understanding ... - 0 views
files.eric.ed.gov/...EJ837483.pdf
Community of Inquiry teaching presence social presence cognitive presence
shared by Alicia Fernandez on 15 Jun 14
- No Cached
-
The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.
5More
Individual and Social Aspects of Learning - 1 views
-
The cognitive transformations triggered by tools have two sides, paralleling the kinds of effects discussed above. One side is learning effects with the tool. This recognizes the changed functioning and expanded capability that takes place as the user uses and gets used to particular tools. Impact occurs through the redistribution of a task‰s cognitive load between persons and devices (e.g. Pea, 1993; Perkins, 1993), including symbol-handling devices (e.g,. a spell checker) or across persons, mediated by devices and symbol systems (telephones, fax machines). As these examples suggest, such tools are all around us, but their possibility also invites the design of special-purpose tools for supporting various cognitive functions. For instance, experiments have shown that a computerized Reading Partner that provides ongoing metacognitive-like guidance improves students‰ comprehension of texts while they read with the tool (Salomon, Globerson, & Guterman, 1991).
-
The role of tools and symbol systems as both reflecting and affecting the human psyche has long been recognized. But it is mainly due to the Russian sociocultural tradition of Vygotsky (e.g., 1978), Luria (1981), and Leont‰ev (1981), and their Western interpreters (e.g,. Cole & Wertch, 1996), that scholarly attention has focused on tools as social mediators of learning. Here we use ‹toolsŠ in a broad sense, including not only physical implements but technical procedures like the algorithms of arithmetic and symbolic resources such as those of natural languages and mathematical and musical notation.
- ...1 more annotation...
1More
Identifying the pitfalls for social interaction in computer-supported collaborative lea... - 0 views
-
This is also available free with google scholar. This article focuses on factors which may cause this discrepancy, centering on two pitfalls that appear to impede achieving the desired results, namely taking for granted that participants will socially interact simply because the environment makes it possible and neglecting the social (psychological) dimension of the desired social interaction. It examines the social interactions which determine how groups develop, how sound social spaces characterized by group cohesion, trust, respect and belonging are established, and how a sense of community of learning is established. It concludes with an evaluation of educational techniques proposed by instructors and educators, as well as the findings of educational researchers and guidelines for avoiding the pitfalls.
1More
Social Learning Theory and Web based Learning Environments - 1 views
web.ebscohost.com.libproxy.albany.edu/...pdfviewer
on-line social learning Education self directed learning
shared by Donna Angley on 11 Jun 11
- No Cached
-
Since the 1970s, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. More recently, social learning perspectives have received attention as viable or even desirable frames for research and practice related to teaching and learning, particularly in Web-based learning environments (WBLEs). In this article, the authors analyze these social learning perspectives and how they can be used in the design and implementation of online learning.
1More
Identifying the pitfalls for social interaction in computer-supported collabo... - 0 views
drajphd.wordpress.com/...ments-a-review-of-the-research
social interaction module 4 hitchhiker loafer db
shared by Diane Gusa on 12 Jul 11
- No Cached
-
Not only does this promote positive effects, it also reduces the negative effects usually present in non-collaborative groups such as the free-rider or hitchhiking effect, social loafing, and the sucker effect. The free-rider or hitchhiking effect (Kerr & Bruun, 1983) exists when ‘‘group members exert less effort as the perceived dispensability of their efforts for the group success increases’’ (p. 78). In other words, they feel that the group is doing enough and that they don’t have to contribute. social loafing (Latane ́ , Williams, & Harkins, 1979) exists when group members exert less effort as the perceived salience of their efforts for the group success decreases. In other words, as the group size increases so does the anonymity and the non-participation. The social loafer differs from the free rider in that the former lacks the motivation to add to the group performance, while the latter tries to profit from others while minimizing essential contributions. Finally, the sucker effect (Kerr, 1983) exists when the more productive group members exert less effort as the awareness of co-members free-riding increases. That group refuse to further support noncontributing members (they refuse to be ‘suckers’) and therefore reduce their individual efforts” (p. 339-40)
1More
Social Media for Teachers: Guides, Resources, and Ideas - 0 views
www.edutopia.org/...resources-educators-matt-davis
social media social media education Facebook Twitter Instagram Pinterest
shared by Alicia Fernandez on 09 Jul 14
- No Cached
1More
Creating Social Presence in Online Learning Environments - 0 views
insdsg602-s13-manning.wikispaces.umb.edu/...e%20in%20online%20learning.pdf
online learning social presence
shared by Maree Michaud-Sacks on 03 Jun 13
- No Cached
1More
Attention Spans Have Dropped from 12 Minutes to 5 Minutes - How Social Media is Ruining... - 0 views
1More
What You Need to Know about Online Learning For Nurses - 0 views
-
"Some important factors should be considered when deciding if online learning is right for you. While it has been shown that students can learn course content online as well as in the traditional classroom setting, less information is available on socialization issues related to the nurse generalist, specialist, or practitioner. The role modeling, mentoring, and collegial friendships may or may not be as adaptable to online methods. Careful selection of clinical settings for experience, on-site preceptors, requirements for certain on-campus experiences, and group attendance of students and faculty members at regional or national meetings are some methods used to assist socialization."
2More
Health Communicator's Social Media Toolkit - 0 views
-
Second Edition Now Available! The Enhanced and improved second edition of the Health Communicator's Social Media Toolkit [PDF - 2.42MB] now available.
4More
ECRP. Vol 5 No 2. The Role of Child Development and Social Interaction in the Selection... - 0 views
-
A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development
-
As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)
-
A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.
1More
Centering Marxist-Feminist Theory in Adult Learning - 0 views
aeq.sagepub.com/...0741713610392767.abstract
karl marx marxist feminist theory adult learning praxis oppression dialectical social cultural invividual
shared by Kristen Della on 30 May 11
- No Cached
-
Centering Marxist-Feminist Theory in Adult Learning. Using feminist extensions of Marxist theory, this article argues that a Marxist-feminist theory of adult learning offers a significant contribution to feminist pedagogical debates concerning the nature of experience and learning. From this theoretical perspective, the individual and the social are understood to exist in a mutually determining relationship, with a social world conceptualized as active human practice. The primary theoretical task is then to rearticulate the central relations of adult learning theory (the individual, the social, and experience), which necessitates a dialectical formation of social difference and oppression. This allows for an examination of the reification of experience as a core relation of adult learning theory and a reimagining of feminist praxis.
1More
Social Learning Theory -Bandura - 0 views
www.learning-theories.com/l-learning-theory-bandura.html
social learning Education technology teaching educational theory
shared by Donna Angley on 11 Jun 11
- Cached
-
People learn through observing others' behavior, attitudes, and outcomes of those behaviors. "Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences