"Structure" is the key word. Without clear Structure and precisely stated expectations, many students are vulnerable to a kind of educational "wanderlust" that pulls them far afield.
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Scaffolding for Success - 0 views
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in Chapter 4, "Students in Resonance," the work gathers speed. The drive toward meaning is accelerated. The essential question and its subsidiary questions create suction, drive, urgency and motivation.
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If done well, a scaffolded lesson should nearly scream with efficiency. Teachers and students should shake their heads in disbelief.
Ed/ITLib Digital Library → Structural Communication and Web Based Instruction - 0 views
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Critical Literacy, Digital Literacies, and Common Core State Standards: A Workable Union? - 0 views
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Citation of evidence” and“analysis” are malleable activities, and this mal-leability provides opportunities for educators tocurve them to include a stronger critical literacycomponent.
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Analyze a complex set of ideas or sequenceof events and explain how specific individuals,ideas, or events interact and develop over thecourse of the text
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(d)emonstrate command of technology, includ-ing the Internet, to produce, publish, and updatework in response to ongoing feedback, includingfresh arguments or new information
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Cite strong and thorough textual evidenceto support analysis of what the text saysexplicitly as well as inferences drawn fromthe text, including determining where the textleaves matters uncertain
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Analyze and evaluate the effectiveness ofthe structure an author uses in his or herexposition or argument, including whether thestructure makes points clear, convincing, andengaging
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Determine an author’s point of view or pur-pose in a text in which the rhetoric is partic-ularly effective, analyzing how style and con-tent contribute to the power, persuasiveness,or beauty of the text.
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Factor Structure of Opportunity to Learn for Students with and w ithout Disabilities - 0 views
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school performance is a result of the interaction between students’ abilities and the instructional environment (Ysseldyke & Christenson, 1987
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partly in an effort to reduce variance between states and to raise the consistency and quality of accountability measures of teachers, schools, and districts
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VIRTUAL TRANSFORMATION: WEB-BASED TECHNOLOGY AND PEDAGOGICAL CHANGE - 2 views
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One online instructor (Alley 1996) has described this changing pedagogical consciousness as an �instructional epiphany�.� Alley tells of a personal transformation, stimulated by online instruction, marked by two "milestones". First, he had to totally redesign his course to fit and leverage the new learning environment. Second, he had to rethink what he calls his �basic approach�: �As long as I held on to the traditional �sage-on-stage� style of teaching, I would keep reinventing ways for students to be a passive audience� (1996:51).� Similar changes in pedagogical belief and practice have been reported by other faculty who have taught web-based courses (Brown 1998; Jaffee 1997; Cremer 1998) as well as researchers who have interviewed online instructors (Frank 2000).�� There are clearly some �structural constraints� built into the virtual classroom ecology that make it difficult to implement traditional modes of delivery and, in this sense, almost force instructors to entertain active learning strategies. As Frank (2000) discovered in her study of online instructors, "All of the participants saw online learning as empowering for students. The most valuable benefits were the facilitation of active learning, critical thinking, collaboration, confidence, and lifelong learning habits. A common theme was the way in which the teacher is forced to give up the control that one has in a face-to-face environment and re-examine the traditional role of content deliverer".� Just as the physical classroom architecture imposes constraints on, and opportunities for, particular pedagogical practices, so too does the virtual classroom. John Seely Brown (2000) has described the environment of the world-wide-web as a �learning ecology� that is a self-organized evolving collection of cross-pollinating overlapping communities of interest.� Asynchronous web-based courses that include a discussion forum possess many of the same ecological features. All members of the class can receive and broadcast information at any time. This critical communication feature distinguishes the virtual classroom from prior forms of instructional technology.�� While instructors can mediate and guide, they cannot entirely control the flow of communication. Thus, instructor and student roles and relations are less hierarchical and more overlapping and interactive. These greater opportunities for participation can contribute to a greater diversity of opinion and perspective. It is hard work to establish these social dynamics in a physical classroom constrained by a fixed space, a designated time block, and trained inhibitions. The virtual classroom, in contrast, has the potential to establish new patterns of instructor and student interaction and, accordingly, different teaching and learning roles and practices (Girod and Cavanaugh 2001; Becker and Ravitz 1999). ��������� In making comparisons between the physical and virtual classroom, it is important to emphasize a cautionary caveat. The pedagogical ecology, be it a physical classroom or a virtual interface, cannot entirely determine a particular pedagogical practice or learning outcome. The pedagogical ecology offers opportunities and constraints that will shape and influence classroom dynamics and learning outcomes, but much will also depend on the principles informing, and the actual design of, the teaching and learning process (see Chamberlin 2001). The various practices that are employed in both a physical and a virtual classroom indicate the range of possibilities. However, if we believe that, for the purpose of student learning, active student engagement and interaction is preferable to the passive reception of information, we should consider the degree to which this principle is advanced or facilitated by the expanding virtual learning ecology.�
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Sociological theories and concepts have an important role to play in analyzing and interpreting these developments. A central sociological proposition is that structural environments influence the social perceptions, roles, and relations of human actors.� As increasing numbers of students and faculty find themselves operating in virtual learning environments, we might also expect to find some changing instructional dynamics. More specifically, there are a number of questions worth exploring. What are the relationships between the technical, the social, and the pedagogical infrastructures?� How has the introduction of new instructional technologies influenced established pedagogical practices? How does the shift from a physical classroom to a virtual learning environment shape and reconfigure the social roles and relations among faculty and students? What consequences will these technologies have for developing pedagogical practices?
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have less to do with the proven effectiveness of the particular practice than the desire to appear legitimate or conform to normative expectations.�
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Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
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Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
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the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
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But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
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development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
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materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
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. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
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Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
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transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
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are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
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In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
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Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
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To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
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emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
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The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
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Join PBwiki summer camp and earn a free classroom wiki - The Daily Peanut - 0 views
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a lot of educators have heard about wikis but just aren't sure how to use them in the classroom. In PBwiki Summer Camp you will learn the best way to structure your classroom site, engage your students with audio and video and connect with experienced wiki mentors. At the end of the summer, Campers who have followed the program receive a free platinum wiki for the school year, as well as some fun swag along the way.
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shared by Kristen Della on 04 Jun 11
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Instructional Design Knowledge Base - 0 views
classweb.gmu.edu/...models_theories.htm
instructional design pedagogy online learning Self-regulation task-structuring instructional technology
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This instructional design knowledge base was compiled by Associate Professor, Nada Dabbagh, for the Instructional Technology Program at George Mason University.Dr. Dabbagh teaches graduate courses in Instructional Design, Applied Learning Theory, and E-Learning Design and Pedagogy. Her professional area of expertise is Instructional Design and Development. Her main research interests are: Task structuring in online learning environments, Problem generation and representation in hypermedia learning environments, and Supporting student self-regulation in distributed learning environments.
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Classrooms: Goals, Structures, and Student Motivation - 0 views
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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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shared by Diane Gusa on 05 Jul 11
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elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views
www.elearningpost.com/...n_approach_to_elearning_design
e-learning design experience instructionaldesign Learning education
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Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
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She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
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Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
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dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
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ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
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One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
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shared by Diane Gusa on 29 Jun 11
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Learning-Centered Syllabi - 0 views
www.celt.iastate.edu/...syllabi.html
Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles
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Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
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we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
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A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
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thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
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students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
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According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
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Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
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The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
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An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
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Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
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Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
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"Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
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"A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
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Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
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Indigenous Knowledge Systems/Alaska Native Ways of Knowing - 0 views
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This article seeks to extend our understanding of the processes of learning that occur within and at the intersection of diverse world views and knowledge systems, drawing on experiences derived from across Fourth World contexts, with an emphasis on the Alaska context in particular
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Until recently there was very little literature that addressed how to get Western scientists and educators to understand Native worldviews and ways of knowing as constituting knowledge systems in their own right, and even less on what it means for participants when such divergent systems coexist in the same person, organization or community.
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issues on a two-way street, rather than view them as a one-way challenge to get Native people to buy into the western system.
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While western science and education tend to emphasize compartmentalized knowledge which is often de-contextualized and taught in the detached setting of a classroom or laboratory, indigenous people have traditionally acquired their knowledge through direct experience in the natural world.
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The incongruities between western institutional structures and practices and indigenous cultural forms will not be easy to reconcile
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The complexities that come into play when two fundamentally different worldviews converge present a formidable challenge.
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As a concept, indigenous knowledge benchmarks the limitations of Eurocentric theory — its methodology, evidence, and conclusions — reconceptualizes the resilience and self-reliance of indigenous peoples, and underscores the importance of their own philosophies, heritages, and educational processes. Indigenous knowledge fills the ethical and knowledge gaps in Eurocentric education, research, and scholarship (2002:5).
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The study of indigenous knowledge systems as it relates to education falls into three inter-related research themes: documentation and articulation of indigenous knowledge systems; delineating epistemological structures and learning/cognitive processes associated with indigenous ways of knowing; and developing/assessing educational strategies integrating indigenous and western knowledge and ways of knowing.
Structured Academic Controversy video - 0 views
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Unbound: Observations on the Structure of the Class | The New Media Consortium - 0 views
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Motivation - Emerging Perspectives on Learning, Teaching and Technology - 0 views
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Setting up rigid and realistic goals based on the learner's competence, therefore, is more effective than setting easy goals.
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Mastery goal: Understanding the class materials is more important than earning a high grade, and that's why I work hard to learn. My performance is better than it was at the beginning of the semester.
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Bandura pointed out that negative messages have an even greater effect on lowering efficacy expectations than do positive messages to increase it.
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Successful experience: It is the teachers' responsibility to help learners achieve academic success by providing challenging, yet attainable tasks . Successful experience is the most important source of fostering self-efficacy.
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Challenge: Design challenging activities which convey the message to the learners that they have competitive skills. It is essential to find a balance between learner competence and the difficulty of the goals. Overly difficult goals are unlikely to increase learner motivation to continue the task if the learners perceive they will never reach the goal. Likewise, goals that are too easily attained do not sufficiently challenge learners to encourage skill development.
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shared by Alicia Fernandez on 03 Jun 14
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Digital Natives, Digital Immigrants,Part II: Do They Really Think Differently? - 1 views
www.marcprensky.com/...l%20Immigrants%20-%20Part2.pdf
Prensky digital natives neuroplasticity malleability
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About personal development - 1 views
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.