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Building Learning Communities in Online Courses: the importance of interaction - 1 views

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    "This article discusses course design factors affecting the success of asynchronous online learning, with a special focus on the social development of learning communities through online discussion."
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Small Insults and Doing Gender - 1 views

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    Thinking of gender as an achievement
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    We usually think of gender as a set of traits (as in femininity and masculinity), a role (as in scripts for behavior), or a social variable (as in salary differences). The doing of gender discuss in this article is different than all of these. Doing gender shifts our attention away from the inner person and to the interaction, where we can see gender as an achievement. I will use this in my introductory module preceding a observation activity of watching a conversation between men and women in a social setting. The final culminating activity will be an blog reflection.
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Social Aspects of Collaborative Learning in Virtual Learning Environments - 0 views

  • Collaborative work and also learning is integrated in the daily working process but collaborative e-learning is a concept of which only few have heard off. However, collaborative work is one of the main strengths of the networked economy. Working with people, one has never met, forming dynamical teams over continents in order to solve problems, are common in many globalised or networked companies as well as in multinational project teams. The challenge for collaborative e-learning platforms is to design solutions for distributed networked learning and working teams by providing on the one hand solutions to share learning content and to interactively work on it. On the other hand the concept of collaborative learning also focuses on social aspects of learning which are less implemented in current systems. Not only theoretical models and research work but also the increasing importance of virtual learning communities show that future applications should and will take into account these collaborative and social aspects and enable especially small groups to learn and work together efficiently via computer networks.
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My teacher . . . the computer? « InterACT - 0 views

  • A group blog from Accomplished California Teachers: Classroom expertise for better education policy. Home About ACT ACT Publications Blogger Bios My teacher . . . the computer?
  •  “One of [a successful student's] key skills in school is his ability to bond with teachers. We’ve spent a generation trying to reorganize schools to make them better, but the truth is that people learn from the people they love.”
  • computers and technology cannot replace the ability of skillful teachers to develop a young student’s ability to think critically, be innovative, and believe in the potential that he or she possess.  A computer will never be able to provide a safe environment for a child seeking stability and support.
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  • students who face incredible challenges and confront tremendous obstacles. 
  • providing guidance, a passion for learning, an understanding of what is necessary to move a student to the next level of inquiry and excellence, and an unwavering belief in each student’s potential – that will continue to make the ultimate difference.
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    Wonderful blog about the power of f2f/
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Identifying the pitfalls for social interaction in computer-supported collaborative lea... - 1 views

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    2 pitfalls identified in the creation of social presence in an online environment
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CLASS SIZE & DISCUSSION INTERACTIVITY.doc - Powered by Google Docs - 0 views

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    I loved the discussion on class size! Provocative, compelling and food for thought!!!
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Describing the Habits of Mind - 0 views

  • h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
  • Persisting
  • Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
  • Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
  • our inclination and ability to find problems to solve.
  • Thinking Flexibly
  • Flexible thinkers display confidence in their intuition
  • They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
  • Thinking About Thinking (Metacognition)
  • Striving for Accuracy
  • Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
  • Questioning and Posing Problems
  • Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data Through All Senses
  • Creating, Imagining, Innovating
  • Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
  • Thinking Interdependently
  • Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
  • Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
  • t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
  • Remaining Open to Continuous Learning
  • Intelligent people are in a continuous learning mode
  • They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
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    Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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COLLABORATIVE VERSUS COOPERATIVE LEARNING- A COMPARISON OF THE TWO CONCEPTS WHICH WILL ... - 0 views

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    Differences between collaboration and cooperation
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WebElements Periodic Table of the Elements | Chlorine | Images of elements - 0 views

  • The above pictures are adapted with permission from Theodore Gray's Periodic Table Table web site, an excellent source of element pictures, interactive pictures, and videos.
    • Kimberly Barss
       
      When using the tabs at the top of the home page, it filter out information that the user isn't interested in. So, by clicking "pictures" I did not get any text descriptions...As an instructor, this is a great resource since it cuts down on the "noise" of the page and allows you to quickly access the links to the pictures that you want to show students. If I linked directly to this page from my course site, it would eliminate a student getting lost in an outside resource. Also, this particular page links to another resource: "Gray's Periodic Table." Click through it and enjoy :-)
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Learning by teaching - Wikipedia, the free encyclopedia - 0 views

  • Students as teachers in order to improve the learning-process
  • Jean-Pol Martin developed the concept systematically for the teaching of French as a foreign language and gave it a theoretical background in numerous publications.[9] 1987 he founded a network of more than a thousand teachers that employed learning by teaching (the specifical name: LdL = "Lernen durch Lehren") in many different subjects, documented its successes and approaches and presented their findings in various teacher training sessions.
  • . The new material is divided into small units and student groups of not more than three people are formed. Each group familiarizes itself with a strictly defined area of new material and gets the assignment to teach the whole group in this area
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  • Advantages Student work is more motivated, efficient, active and intensive due to lowered inhibitions and an increased sense of purpose By eliminating the class division of authoritative teacher and passive audience, an emotive solidarity is obtained. Students may perform many routine tasks, otherwise unnecessarily carried out by the instructor Next to subject-related knowledge students gain important key qualifications like teamwork planning abilities reliability presentation and moderation skills self-confidence Disadvantages The introduction of the method requires a lot of time. Students and teachers have to work more than usual. There is a danger of simple duplication, repetition or monotony if the teacher does not provide periodic didactic impetus.
  • Sudbury schools, since 1968, do not segregate students by age, so that students of any age are free to interact with students in other age groups. One effect of this age mixing is that a great deal of the teaching in the school is done by students.[18] Here are some statements about Learning by teaching in the Sudbury Schools:[19] "Kids love to learn from other kids. First of all, it's often easier. The child teacher is closer than the adult to the students' difficulties, having gone through them somewhat more recently. The explanations are usually simpler, better. There's less pressure, less judgment. And there's a huge incentive to learn fast and well, to catch up with the mentor. Kids also love to teach. It gives them a sense of value, of accomplishment. More important, it helps them get a better handle on the material as they teach; they have to sort it out, get it straight. So they struggle with the material until it's crystal clear in their own heads, until it's clear enough for their pupils to understand
  • This cooperative atmosphere mimics potential workplace scenerios that students would expect to find in there careers after college
  • Jean-Pol Martin (1989): Kontaktnetz: ein Fortbildungskonzept, in: Eberhard Kleinschmidt,E.(Hrsg.), Fremdsprachenunterricht zwischen Fremdsprachenpolitik und Praxis: Festschrift für Herbert Christ zum 60. Geburtstag, Tübingen. 389-400, (PDF 62 KB)
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Student-Centered Learning Environments: How and Why - 0 views

    • Diane Gusa
       
      yes!
  • We learn by externalizing, interacting, connecting with others, recognizing patterns that have relevance and meaning, and reflecting all of these throughout our personal learning network. The content or input we receive is of little significance, it’s what we do with it that matters.
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    The advantages of a student-centered learning environment that is more successful that a traditional classroom.
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White House considers new social media avenues - Nextgov - 0 views

  • Social media primarily played an organizing role during the 2008 races, with campaign staffs largely in charge of their candidates' social media presence and interaction with supporters, said Mindy Finn, a new media adviser to Republican candidates. During the 2012 presidential campaign, Finn predicted, social media power will become more decentralized with supporters and oppo
  • nts forcing candidates to address issues they might otherwise avoid. "I don't think we're going to see the most interesting or impactful ideas coming out of the c
  • Something similar happened on an internal level while Phillips was an adviser to Obama's 2008 campaign, Phillips told the audience.
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  • After then-Sen. Obama abandoned his pledge to filibuster legislation that would give retroactive immunity to U.S. telecommunications providers that participated in the Bush administration's warrantless wiretapping of Americans, the largest group on his campaign organizing site, MyBarackObama.com, revolted and began castigating him on the site's comment boards. "Everyone was walking around the building saying, 'Holy cow. What's going on? This isn't what we want to talk about,' " Phillips said. "But it got to a point where we said, 'Let's just tell them where we stand.' " The campaign ended up putting then-campaign adviser and now deputy National Security Adviser Denis McDonough in the middle of the Web chats to explain Obama's position and respond to criticism.
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