As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
Group items matching
in title, tags, annotations or url
4More
Multimodal Learning Blog - 0 views
-
Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
-
Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
- ...1 more annotation...
-
In his recent video, An Anthropological Introduction to Youtube, Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
1More
HYBRID - Main Page - 0 views
-
Welcome to our website which provides faculty development modules related to effective teaching in an online environment. Each module contains a suggested Brief Hybrid Workshop using short, online media presentations; follow-up resources and references; and feedback from users. The Seven Principles for Good Practice in Undergraduate Education has provided a framework for the development of these resources.
1More
Compensating for the Shortcomings of the Written Word | Mindgate Media - 0 views
-
Written communication lacks the subtle tonalities of the spoken language, as demonstrated in this humorous ad in which a single word is said 15 times with a slightly different meaning each time. Writers must compensate for these deficiencies by providing detail and context and selecting their words precisely.
Cultural_Inclusivity_Brochure_2011.pdf (application/pdf Object) - 0 views
as.exeter.ac.uk/..._Inclusivity_Brochure_2011.pdf
Cultural_Inclusivity online learning education inclusiveness
![](/images/link.gif)
6More
ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views
-
Online education, on the other hand, is declared to be “a more student-centered, collabora- tive, and egalitarian learning environment” (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
-
(Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
-
Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
- ...3 more annotations...
-
This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
-
This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
-
Our own conclusion is that the “guide” versus “sage” debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
Twitter Fiction and Short Stories - Media Project - 0 views
11More
From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views
-
It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
-
It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
-
We consider it important to understand why some of the philosophical differences between the two disciplines exist.
- ...8 more annotations...
-
instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
-
As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
-
Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
-
Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
-
"If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
-
The learning environment should allow each learner to proceed at a pace best suited to the individual.
-
It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
-
We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
57More
Relational Context of Teaching - 3 views
-
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!!
-
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.
Digital natives? New and old media and children's language acquisition - Family Matters... - 0 views
Digital natives? new and old media and children's language acquisition - 0 views
1More
Unbound: Observations on the Structure of the Class | The New Media Consortium - 0 views
8More
shared by Jessica M on 03 Jun 14
- No Cached
Enabling Students with Disabilities with Computing Interaction and Empowerment though E... - 0 views
content.ebscohost.com.ezproxy.niagara.edu/...93517965.pdf
StudentsWithDisabilities Online Need Benefits
![](/images/link.gif)
-
or many centuries, education has been focused on the learning of course content, but the learning styles of the students have been ignored .
-
While most of the academic approaches have been centered on the mastery of course content knowledge, not all learners learn in the same way.
-
As a result, different teaching techniques, strategies, and tools may be needed to help all students acquire, understand, and apply learning gained from the course content.
- ...4 more annotations...
-
visual learners were able to benefit from applications in PowerPoint and Flash Multi-Media technology.
-
Auditory learners could benefit from online classrooms with auditory lectures, Podcasts for students, as well as live chats
-
- need to teach students use of technology for future - work place - needs of different type of learners - online classes offer varying opportunities (accommodate different learning styles and strategies) - increase in students with disabilities enrolling in online courses - less barriers for students with disabilities
Created by Camtasia Studio 8 - 0 views
17More
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 3 views
-
global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
-
the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
- ...7 more annotations...
-
social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions.
-
, “We participate, therefore we are.”
-
We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
-
culture of sharing,
-
Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
-
seeking the knowledge when it is needed in order to carry out a particular situated task
-
thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important
Lee Sheldon - Department of Communication and Media - Rensselaer Polytechnic Institute ... - 0 views
6More
5 Visual Design Strategies that Promote Student Retention - 2 views
-
everal aspects of course design can affect retention; however, one of the most overlooked is visual design. Looks matter. In fact, in e-Learning and the Science of Instruction, Richard Mayer and Ruth Clark have reported an average learning increase of 89% in courses that added relevant visuals to text. With this in mind, consider the five design strategies listed below that can help capture students’ eyes and interest throughout your course.
-
Graphics should act as street signs that compliment content and guide students in the right direction, so keep your graphical layout sleek and minimal.
- ...1 more annotation...