Universal Design for Learning is a framework that provides educators with a structure to develop their instruction to meet the wide range of diversity among all learners.
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in title, tags, annotations or urlWorking Memory Capacity Limits - 0 views
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Universal Design for Learning (UDL) | Special Education - 1 views
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A FOLLOW-UP INVESTIGATION OF "TEACHING PRESENCE" IN THE SUNY LEARNING NETWORK - 2 views
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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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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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Individual and Social Aspects of Learning - 1 views
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The cognitive transformations triggered by tools have two sides, paralleling the kinds of effects discussed above. One side is learning effects with the tool. This recognizes the changed functioning and expanded capability that takes place as the user uses and gets used to particular tools. Impact occurs through the redistribution of a task‰s cognitive load between persons and devices (e.g. Pea, 1993; Perkins, 1993), including symbol-handling devices (e.g,. a spell checker) or across persons, mediated by devices and symbol systems (telephones, fax machines). As these examples suggest, such tools are all around us, but their possibility also invites the design of special-purpose tools for supporting various cognitive functions. For instance, experiments have shown that a computerized Reading Partner that provides ongoing metacognitive-like guidance improves students‰ comprehension of texts while they read with the tool (Salomon, Globerson, & Guterman, 1991).
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The role of tools and symbol systems as both reflecting and affecting the human psyche has long been recognized. But it is mainly due to the Russian sociocultural tradition of Vygotsky (e.g., 1978), Luria (1981), and Leont‰ev (1981), and their Western interpreters (e.g,. Cole & Wertch, 1996), that scholarly attention has focused on tools as social mediators of learning. Here we use ‹toolsŠ in a broad sense, including not only physical implements but technical procedures like the algorithms of arithmetic and symbolic resources such as those of natural languages and mathematical and musical notation.
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Overview of learning styles - 1 views
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Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more of these features in this chapter.Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style.
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"The Seven Learning Styles Visual (spatial):You prefer using pictures, images, and spatial understanding. Aural (auditory-musical): You prefer using sound and music. Verbal (linguistic): You prefer using words, both in speech and writing. Physical (kinesthetic): You prefer using your body, hands and sense of touch. Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal): You prefer to learn in groups or with other people. Solitary (intrapersonal): You prefer to work alone and use self-study."
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Gagne's and Laurillard's Models of Instruction Applied to Distance Education: A theoret... - 1 views
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Students first read introductory material, which acquaints them with the faculty and teaching assistants, course objectives, lesson plan and schedule, and information about evaluation and grading
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Lessons begin with stated learning objectives, which are followed with audio tutorials with slide presentations and (usually) reading assignments
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PREPARING OR REVISING A COURSE - 0 views
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fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
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Prepare a detailed syllabus. Share the conceptual framework, logic, and organization of your course with students by distributing a syllabus. See "The Course Syllabus."
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Stark and others (1990) offer additional sequencing patterns, suggesting that topics may be ordered according to the following: How relationships occur in the real world How students will use the information in social, personal, or career settings How major concepts and relationships are organized in the discipline How students learn How knowledge has been created in the field
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elect appropriate instructional methods for each class meeting. Instead of asking, What am I going to do in each class session? focus on What are students going to do? (Bligh, 1971). Identify which topics lend themselves to which types of classroom activities, and select one or more activities for each class session: lectures; small group discussions; independent work; simulations, debates, case studies, and role playing; demonstrations; experiential learning activities; instructional technologies; collaborative learning work, and so on. (See other tools for descriptions of these methods.) For each topic, decide how you will prepare the class for instruction (through reviews or previews), present the new concepts (through lectures, demonstrations, discussion), have students apply what they have learned (through discussion, in-class writing activities, collaborative work), and assess whether students can put into practice what they have learned (thro
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For Students | STAYSAFEONLINE.org - 2 views
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The Internet is an amazing tool that provides both opportunities and risks. It is a source of endless information, but must be used with good judgment. When you log on to the campus network (or any network), what you do online could have impact not only on your one computer but other students and the network as well. By combining up-to-date security tools with good judgment, you and your college community are much less likely to encounter a security violation, loss of data, or system problems.
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How to Succeed in Online Courses - Online Courses - 0 views
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Online classes require lots of participation to keep the information flowing and the interest level high
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Universal Design in Education: Teaching Non-traditional Students: Bowe - 1 views
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As a product of Eurocentric cultures, I automatically value promptness in my students, expect them to complete their academic work even if family needs intervene, and measure performance by each student individually.
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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.
City Brights: Howard Rheingold : Crap Detection 101 - 1 views
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etap687 Joan Erickson - 3 views
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Synthesizing and formulating a mini-thesis is where learning becomes meaningful for me; this is where mere information becomes MY knowledge
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Then I think about the etap course now. The teaching presence is so apparent. I see it from the professor in the way shes asks questions and my classmates in their posts. I listen to the exemplar courses interviews and think “wow, it must be interesting to be in that course!”
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I don’t really care how students categorize me as a certain type or style of teacher. I want to know if I am a good teacher in terms of challenging students to obtain knowledge.
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” yeah, Joan Erickson is not easy but she can get you to do really good work. And you know you are learning stuff in her class.”
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learning.
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I love my subject, but I have failed to utilize the human nature to my advantage. I forgot how powerful social interaction, motivation (how to engage), and the need to feel ownership can be in helping students learn.
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I don’t know yet if my online students will step up to the plate, actively and enthusiastically contribute what they know to the community.
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Kind of like a wedding planner who walks through the empty reception hall and can foresee the problems with lighting, photography, food, and traffic pattern… I am the course designer, it is my job to minimize any possible glitches. It is my job to provide students with a doable and engaging learning environment.
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I see more clear vision of myself as an educator. During this summer course I was confronted with questions that challenged my teaching practices. I started asking myself why I wouldn’t try to trust my students more, let them develop the social presence in the f2f class? What was the harm in that I wouldn’t even consider trying it?
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I’ve finally made the connection between theory and application. I witnessed firsthand the benefit of social constructivism. It can be done. Our etap687 course is a living proof.
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I understand myself better as a learner. This course pushed me to think honestly what I truly want to do.
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Taking education courses is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas. I needed it. It’s reshaped my outlook on teaching.
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have 2 weeks left. I want to make a difference. I CAN make a difference. I can use the web 2.0 applications as my allies. There is enough time for me to plan and implement changes in the f2f courses before school starts.
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My reflecting puddle may seem small, because there is so much to learn and I’ve just begun. But my puddle is deeper and its water runs clearer now. Taking education courses is like a spring that feeds into my puddle, bringing fresh new perspectves and ideas. I needed it. It’s reshaped my outlook on teaching.
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2 weeks ago I wrote my tagline on this blog as my “reflecting puddle”. I still think it’s a puddle; it is still small(but so much deeper!). I can recount the discoveries on this etap687 journey when I stare into the puddle. I see the following things:
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’t believe we are coming to the end of this course. It wasn’t that long ago I was installing diigo toolbar, signing up for voice thread, and setting up this blog site.
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Now the excitement of trying new tools has settled a bit. I start to think how technology tools will impact my teaching.
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My self efficacy is low. Does it matter in the end? I only have two options: If I cant’ seem to do the work, I should leave the course. Or, I try with my darnedest effort, and see where I land. Time to take a chance! I think I will have a lot to gain!
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So this is what I’m gonna do: I will blog here periodically and document my journey in the Ed Psych course. Let’s see if I can be honest with myself. Learn because life in general is interesting and worth exploring, and I can’t capture all on my own. So I go to the experts and learn knowledge from them.
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For weeks and weeks I was obsessed with making Jing videos, trying new communication tools. I thought WOW, these are the coolest things I’ve learned this summer! Now the excitement of trying new tools has settled a bit. I start to think how technology tools will impact my teaching. What other tasks should be let go in order to make room for the new things in my practice? What educational principles do I base on to justify the changes? What kind of measured learning outcomes and students’ perceived learning do I anticipate after the changes are implemented?
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I added several communication tools. I want the students to feel that I want to talk to them. I want them to hear and see me. (again, teaching presence and social presence.)
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Illinois Online Network: Educational Resources - 1 views
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asynchronous nature of an online course offers more flexibility in terms of interacting with the course materials and participants both for the instructor and the students
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make exams open book and ask questions that require students to synthesize, analyze, or apply information from the class discussions, lecture-presentations, and text
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Comparing Piaget and Vygotsky - 0 views
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A child in the preoperational stage could not be taught to understand the liquid volume experiment; she does not possess the mental structure of a child in concrete operations.
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Private speech is considered to be self-directed regulation and communication with the self, and becomes internalized after about nine years
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Vygotsky believed that given proper help and assistance, children could perform a problem that Piaget would consider to be out of the child's mental capabilities.
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Piaget proposed that children progress through the stages of cognitive development through maturation, discovery methods, and some social transmissions through assimilation and accommodation
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Assimilation is information we already know. Accommodation involves adapting one's existing knowledge to what is perceived