Abstract: This paper reports on a two-phase exploratory study that involved student use of the asynchronous multimedia communication tool VoiceThread within a business policy course. In the first phase, students participated in a VoiceThread exercise consisting of an exam review followed by a survey on the use of VoiceThread. Of the 22 participants (from a class of 61 graduating seniors), 64% specified they would like to use VoiceThread for future learning activities, and 73% indicated they would recommend VoiceThread to peers for the purpose of delivering presentations. In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Eight of the 13 students responded, with almost all responses being positive with respect to the Seven Principles. The results lend some initial support to the idea that VoiceThread can be an effective tool for facilitating learning activities in business and other courses.
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An Exploratory Study on the Use of VoiceThread in a Business Policy Course - 0 views
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Poetry Out Loud | OER Commons - 3 views
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Could possibly use these to place actor in position of character: "How would you say this poem if you felt...bullied, pressured, etc."
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Add questions for character analysis: "What do you think the character was thinking when they spoke the poem?" "What do you imagine when you hear it?"
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I really like this one these are very famous people. How will you use these videos in your online course? -
Diana, In my voice module I use a poem as a way to have students show vocal expression. thought these might work as good examples.
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Luke Great site, I got chills listening to Emily Dickenson. Thanks for finding this. Excellent learning tool for your class. I hope you get to use it.
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Scientifi to Decimal Conversions - 0 views
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Another activity on the same website as the previous posted one. Instead of working with operations with scientific notation, students can practice converting between standard notation and scientific notation.
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to have the computer give you a mix of problems
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Like this option as some students tend to mix up rules when different problems are placed together. This will emphasize paying attention to details of the questions and having the students ask them self how to approach the problem.
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Enter your answer using the keyboard. Press the 'x' key, and the computer will recognize that you now wish to enter the exponent of a number in scientific format. If you make a mistake, you can correct it using the backspace key.
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answergarden - 0 views
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create a wall to embed in your course or blog = pose a question and students can post text to the wall
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Is Educational Technology Worth the Hype? | Edutopia - 0 views
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A question of the "worthiness" of the hype surrounding the use of technology in modern education seems almost moot. That ship has sailed and we've entered the vast ocean of the digital age as a society
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There's a Badge For That | Tech Learning - 0 views
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digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes.
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3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?
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teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.
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A good introductory overview to badges and how to use them - note the instructional suggestions and links to resources
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Prominent Ed-Tech Players' Data-Privacy Policies Attract Scrutiny - Education Week - 0 views
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Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information—and opening the gates for a flood of new questions and worries from advocates and school officials.
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"We're just scratching the surface with our understanding of how the education sector is gathering and looking to monetize student information," said Joel R. Reidenberg, a law professor at Fordham University, in New York, and Princeton University. "We as a society need to have a very clear discussion about how we want to protect the privacy of our children in this environment."
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But many are concerned that the horse is already out of the barn. Last month, for example, Education Week
PDF.js viewer - 1 views
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Designing and Developing Online Teaching - 1 views
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This book answers questions and concerns for teaching just starting to develop an online course. It also offers suggestions on what to include to help students learn best
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Four Dimensions of Online Instructor Roles - 2 views
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eing clearer and more structured
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You have to be MORE CLEAR than in a traditional classroom. Perhaps because students can't get immediate answers to their questions and you can't see their confused looks to clarify?
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Evaluating Flipped Classrooms - 2 views
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Flipped Classrooms provide students with lecture before entering the classroom. This article provides feedback for teachers on how to implement a flipped classroom but also asks thought provoking questions about the practice.
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ETAP640amp2014: What is one question you have about effective online course design? - 0 views
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wikis are a useful instructional tool when used under the correct circumstances.
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i couldn't have said this better myself. you can use a chisel to crack a rock or sculpt, what you get depends on whether or not it is Michaelangleo tapping it with the hammer.
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Students were not asked to collaborate
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Excerpts from Manufacturing Consent, Noam Chomsky interviewed by various interviewers - 0 views
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QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.
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Interestingly, the blogosphere, including microblogging like Twitter, has undermined this manufacture of consent in some ways but also trivialized areas of major concern because of the emphasis on popularity and "like" type responses in social media. But social media has definitely changed the landscape and big data has changed the relationships with the entities in a position to influence and control information and frame issues within the public eye.
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ETAP640amp2014: What is something you would like to do in your online course? - 0 views
ualbany.mrooms.net/...discuss.php
webquests jigsaw essential questions UbD wiggins Education Big Ideas
shared by lkryder on 22 Jun 14
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2001 Beder - 0 views
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Their most commonly expressed intention was to meet learners' needs.
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Meeting learner's needs rather than challenging them to rise to find out more.
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In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
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They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
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Although adult literacy teachers intend to be learner-centered they, teach in teacher-directed ways. Why? Although it could be that teachers were induced to teach in teacher-directed ways by supervisors or other forces, we found no evidence of this. Rather, we conclude that there two reasons. The first pertains to the socialization process that all teachers and learners are products of. The roles of teacher and student are two of the most intensely socialized roles in our society. The great majority of the teachers we observed were certified in K-12 education. For them, socialization into the teacher role began in grade school and continued through their teacher training. For learners, socialization into the student role also began in grade school and continued until they dropped out of school.
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This is so true! If you ask a random person to teach a lesson, they think it's about standing in front of the room and talking to the group. They will ask questions, and ask for "students" to raise their hand to answer.
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We infer that teachers taught in teacher-directed ways because that that way of teaching was a deeply ingrained product of their socialization.
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teachers believed that their learners were primarily motivated toward obtaining their GEDs, and the perceived benefits of doing so, in the shortest possible time
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education. Thus teachers wanted to maximize efficiency and believed that teacher-directed, basic skills-oriented instruction was the best way of doing so.
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Most teachers maintained a helping posture in class. Thus, there appears to be a duality to the meaning teachers of adult literacy education ascribe to their teaching. While their instruction is teacher directed, their learner-centered values and beliefs are manifest in their affective relations with learners. In this sense, for adult literacy teachers being learner-centered is not a teaching technology or methodology. Rather, it is a set of values that guide teacher-learner interactions.
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This is the key to all of it for me, personally. I think all of this is true for my co-workers and me.
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Teachers liberally praised learners for correct answers and rarely sanctioned learners negatively for such things as being tardy or tuning out.
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I JUST finished writing this exact thing about myself!!! Who would have thought that I fit into the research-based mold of an adult literacy instructor.
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If teacher-directed instruction is indeed a product of intense and protracted socialization and commonly held beliefs about learners' motivations, then changing teacher-directed behavior will be a very difficult task, perhaps requiring re-socialization. Such an effort may be beyond the means of the current professional development system in adult literacy education.
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I think it is beyond the means of the current professional development system in adult literacy education because there is a high rate of turnover. I think once someone has a certain degree of skill or education, they are seeking out another position. I think this report should have been followed up/accompanied by a survey of the teachers.
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Equipped for the Future (Stein 1999) advocates a form of adult literacy based on what learners need to do in their roles of worker, parent and citizen.
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Gillespie (1989) advocates an instructional model for adult literacy that emphasizes critical thinking.
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the amount of time available for instruction was relatively short in comparison to elementary, secondary or higher education
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ACVE - Teaching Adults: Is It Different? - 0 views
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pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
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Not everyone is the same at the same age, and they certainly don't have the same experience.
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traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
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The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
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Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
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Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
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Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
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Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
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Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
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Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
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This is an online version of Kerka's "Teaching Adults: Is it Different?"
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shared by lkryder on 10 Jun 14
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views
www.nytimes.com/...21memory.html
tests quizzes assessment brain based learning constructivism knowledge studying nytimes
shared by lkryder on 10 Jun 14
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students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
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the illusion that they know material better than they do.
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“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
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These other methods not only are popular, the researchers reported; they also seem to give students
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The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
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But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
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we are organizing it and creating cues and connections that our brains later recognize.
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But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
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The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
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Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
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I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
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A FOLLOW-UP INVESTIGATION OF "TEACHING PRESENCE" IN THE SUNY LEARNING NETWORK - 2 views
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"Good learning environments are also community centered" - students feel safe to ask questions, become involved in class discussion and learning
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"Effective learning environments are also learner centered" - strength, interests, preconceptions of learners - help connect students with what they previously know to new information
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JOLT - Journal of Online Learning and Teaching - 0 views
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fostering student engagement or creating effective student interactions with faculty, peers, and content.
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rapport
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One way that Bain identified highly effective teachers was by how they treated their students
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teachers usually believe that students want to learn and they assume, until proven otherwise, that they can
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pretests, survey forms, and a course overview that identified several questions that the course would help them answer.
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is better equipped to gather information about students in a variety of ways that may help with success later in the semester.
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The distance gap needs to be bridged in both directions. It is not sufficient for teachers to get to know their students without letting them get to know their teachers as well.
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(e.g., Anderson, Rourke, Garrison, & Archer, 2001). Facilitating interpersonal contact is an important role for online teachers and creating a social presence by projecting their identities is essential
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these general behaviors as teacher “presence”
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that student deserves to be recognized and treated as an individual