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Why have learning communities - 0 views

  • learning communities have been shown to increase student retention and academic achievement, increase student involvement and motivation, improve students� time to degree completion, and enhance student intellectual development.
  • Students involved in learning communities become more intellectually mature and responsible for their own learning and develop the capacity to care about the learning of their peers.
    • Diane Gusa
       
      This makes me think that online learning communities will lead to retention in course, engagement, motivation, and increase learning
  •  
    F2F learning communities findings in one college
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The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
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Students Becoming Curators of Information? | Langwitches Blog - 0 views

  • Digital Curation is defined in Wikipedia as: the selection, preservation, maintenance, collection and archiving of digital assets. Digital curation is generally referred to the process of establishing and developing long term repositories of digital assets for current and future reference by researchers, scientists, historians, and scholars
  • Curators are people or organizations that do the hard work of sifting through the content within a particular topic area or “meme” and pulling out the things that seem to make most sense. This effort involves significantly more than finding and regurgitating link
  • How can this concept of “curation” of information be brought into the “classroom” (
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  • be great curators for their own network
  • find and connect to great curators
  • Quality” curation takes higher level thinking skills.
  • Curation requires the ability to organize, categorize, tag and know how to make the content available to others and to be able to format and disseminate it via various platforms.
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Why Parents Hate Parenting -- New York Magazine - 0 views

  • Before urbanization, children were viewed as economic assets to their parents. If you had a farm, they toiled alongside you to maintain its upkeep; if you had a family business, the kids helped mind the store. But all of this dramatically changed with the moral and technological revolutions of modernity. As we gained in prosperity, childhood came increasingly to be viewed as a protected, privileged time, and once college degrees became essential to getting ahead, children became not only a great expense but subjects to be sculpted, stimulated, instructed, groomed. (The Princeton sociologist Viviana Zelizer describes this transformation of a child’s value in five ruthless words: “Economically worthless but emotionally priceless.”) Kids, in short, went from being our staffs to being our bosses. “Did you see Babies?” asks Lois Nachamie, a couples counselor who for years has run parenting workshops and support groups on the Upper West Side. She’s referring to the recent documentary that compares the lives of four newborns—one in Japan, one in Namibia, one in Mongolia, and one in the United States (San Francisco). “I don’t mean to idealize the lives of the Namibian women,” she says. “But it was hard not to notice how calm they were. They were beading their children’s ankles and decorating them with sienna, clearly enjoying just sitting and playing with them, and we’re here often thinking of all of this stuff as labor.”
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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.
  •  
    Wonderful blog about the power of f2f/
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The Whole Child - ABCs of Child Development - 1 views

  • Physical Development Social & Emotional Development Thinking Skills Communication Skills
    • Nicole Arduini-Van Hoose
       
      Broad overview of area of child psychology
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    A resource for students for quick reference to some topics discussed in the course, and a starting point for further research. this site may also be helpful in completing some of the assignments for the course.
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Definition of Archetype - 0 views

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    As humans, we are all so different, yet so much alike. It is interesting to think that all people can possibly be characterized into 7 or 8 archetypes.
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ETAP640amp2011: How am I doing it in this course? And how are you doing it? - 0 views

    • Diane Gusa
       
      Hi Ian, I want to respond to this post (about informative posts); however I am waiting for a book to arrive so I can first learn what I want to say "backed" by research. Look for it next Monday (somehow I will fit it into something :) )
    • ian august
       
      ok
    • Diane Gusa
       
      I so agree Kimberly. I do wonder will you plan on helping your students to know how to find. My process was developed over my years working on my dissertation. My students only know Wiki. I think one of my first assignments is sending them to our college librarian for guidance, but then she will be doing the telling, and we all know how much you learn when you are told :)
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Using the Internet affects your memory, study says - 0 views

  • Columbia University psychologist Betsy Sparrow and her co-researchers demonstrated that people are more likely to remember things when they think they won’t be able to find them using a computer and vice versa.
  • The researchers also showed that people are even better at remembering where facts are stored than they are at remembering the fact itself.
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    People remember less when they know it is available online
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Humor, Analogy, and Metaphor: H.A.M. it up in Teaching - 0 views

    • Diane Gusa
       
      Very strong statement!
    • Diane Gusa
       
      I am a metaphoric person...when I want to remember or learn deeply a metaphor helps me.
  • The proper use of humor, analogy, and metaphor appropriate to the topic can provide benefits in the college classroom.
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  • Better comprehension,
  • increased retention of material,
  • more comfortable learning environment
  • effective use of these strategies.
  • Humor has been defined as “the mental faculty of discovering, expressing or appreciating something that is comical, amusing, or absurdly incongruous” (Merriam-Webster, 2001, p.564)
  • The use of humor as a pedagogical tool has been shown to reduce classroom anxiety, create a more positive atmosphere, as well as facilitate the learning process (Berk, 1996, 1998; Garner, 2003, in press; Glenn, 2002; Hill, 1988; Pollio & Humphreys, 1996).
  • Garner (in press) found that participants who were exposed to a series of lectures containing course-specific humor demonstrated increased retention of the course-content information as compared to those who received the same material without the infusion of humor.
  • According to Glenn (2002), humor may physiologically help to connect left-brain activities with the right-brained creative side
  • teaching philosophies of highly-rated teachers finds the use of humor as an important component of their teaching strategies. Humor can increase (Civikly, 1986) and sustain (Dodge & Rossett, 1982) student interest in learning and provides a means to engage in divergent thinking. Instructors’ use of effective humor in the classroom can foster mutual respect (Kher, Molstad, & Donahue, 1999), provide commonalities and connections between the instructor and students (Pollio & Humphreys, 1996) and even increase class attendance (Devadoss & Foltz, 1996; Romer, 1993; White, 1992). According to Bergen (1992), “teachers who use strategies that promote the connection between humor and learning usually provide students with their best school experiences” (p.106).
  • Metaphor and analogy have historically been used as an effective teaching tool. Greek myths, religious texts, and fairytales all use metaphor, analogy, and parables to teach and help us learn expected conduct (Gorden, 1978). The use of metaphor and analogy is pervasive in society in both language and communication
  • According to the National Research Council (2000) the effective use of metaphors and analogies is an important educational strategy.
  • . In teaching, using either analogy or metaphor allows the instructor to relate a potentially unfamiliar idea with that which is familiar.
  • Pedagogical use of analogy and metaphor can enhance learning and retention, but they must have a high degree of resonance for the listene
  • be most effective, an analogy or metaphor must transfer ideas from a familiar concept to one that is less familiar or unknown. According to Bowers (1993) the metaphorical relationship must be clear and accurate—possessing face validity.
  • Williams (1986) suggests that vivid metaphors have the capability to teach in a way that is not always available with the use of words alone.
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    I am comfortable using metaphors, but will need to work on the humor aspect. New goal for the Fall semester.
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ON COURSE: The One-Minute Paper - 0 views

  • : A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
  • What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
  • more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
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  • *For you, what interesting questions remain unanswered about today’s topic?
  • In your opinion, what was the most useful idea discussed in today’s class?
  • *What do you think was the most important point or central concept communicated during today’s presentation?  
  • *What relationship did you see between today’s topic and other topics previously covered in this course?
  • Minute papers can provide a “conceptual bridge” between successive class periods
  • Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
  • Minute papers can function as an ongoing learning log or learning journal for the course.
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Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

  • Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
  • a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
  • “deliberate practice,
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  • These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
  • ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
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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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Digital Stories of Deep Learning - 0 views

    • Diane Gusa
       
      This is a good philosophy for our blogs...
  • As the Stanford Learning Technologies group has evolved the technology to support its research project on "folio thinking," researcher Helen Chen reports that they are beginning to use blog or "wiki" software to support students' reflections. David Tosh and Ben Werdmuller of The University of Edinburgh have published a paper online (PDF) entitled, "ePortfolios and weblogs: one vision for ePortfolio development."
  • Janice McDrury and Maxine Alterio (2002), two educators from "down under" have written a book called Learning through Storytelling in Higher Educatio
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Why I do what I do | JJ Wagner - 0 views

  • How do you interact in this course?
    • alexandra m. pickett
       
      ok... you can dig deeper here!! how do you INTERACT in this course? REFLECT on this. I want you to dig and get vulnerable.
  • not a strong point of mine.
    • alexandra m. pickett
       
      can you explore why that is? or rather, why you think that is so? I challenge this assumption that you have about yourself. And i will ask you how is that working out for you in this course and in your life?
  • The intensity of discussion online. 
    • alexandra m. pickett
       
      do you see a pattern? I would like you to explore this. can you let go (a little) of this crutch? pretend you are good at it. pretend you enjoy it. open up to the possibility that doing this activity will help you in ways that at this moment you can't imagine. trust me. trust yourself. you are not alone. things aren't tidy. not everything has a right answer. you don't have to control everything and in fact you can't... that is an illusion. i want to know why you are clinging to it.
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Michael Polanyi and tacit knowledge - 0 views

  • Central to Michael Polanyi's thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge).
  • Polanyi's argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as 'passions'.
  • 'we can know more than we can tell
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  • Michael Polanyi placed a strong emphasis on dialogue within an open community
  • pre-logical phase of knowing as 'tacit knowledge
  • Perhaps the strongest echo of his work that we encounter as educators comes through the work of Donald Schön and Chris Argyris on knowing in action, and in Eisner's consistent arguments for connoisseurship and criticism in evaluation.
  • By paying attention to Polanyi's conception of the  tacit dimension we can begin to make sense of the place of intuition and hunches in informal education practice - and how we can come a better understanding of what might be going on in different situations
  • praxis (informed, committed actions) that stand at the heart of informal education.
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She's Gotta Have It: Cell Phone - 0 views

  • "Next time a teenager says, 'Mom if I don't have a phone,' or 'Dad, if I don't have a phone, I'm going to be a nobody,' they are being serious," said Robbie Blinkoff, Context's principal anthropologist. Blinkoff and his colleagues studied the behavior of 144 cell-phone users between the ages of 16 and 40 from several countries and found that teenagers were so immersed in the technology that they often saw little difference between meeting face to face and talking on the phone. A common scene they observed was a group of teenagers sitting together -- all with ears glued to cell phones -- talking with faraway friends rather than to each other.
  • While saying he didn't think the cell-phone-toting teens were intentionally acting rude, he said he suspects that a new kind of "digital divide" has been created, similar to the gap among PC haves and have-nots.
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • Establish flexible and responsive student roles and responsibilities.
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • multiple cultural model of instructional design. T
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  •  
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
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