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.)
Group items matching
in title, tags, annotations or url
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views
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strive to reach a cross cultural population, and serve the needs of an international audience.
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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
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Situated cognition can be summarised as follows:
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Learning is situated and contextualised in action and everyday situations;
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Knowledge is acquired through active participation;
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Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
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Learning can be assisted by experts or supportive others and through apprenticeship
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Learning is a form of participation in social environments.
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Is cultural pluralism possible in instructional design?
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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).
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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;
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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.
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Establish flexible and responsive student roles and responsibilities.
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instructional design model,
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endorses multiple cultural realities or zones of development (
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Ten design principles for culturally inclusive instructional design
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Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
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Design authentic learning activities.
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Create flexible tasks and tools for knowledge sharing.
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Ensure different forms of support, within and outside the community.
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multiple cultural model of instructional design. T
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Provide communication tools and social interaction for learners to co-construct knowledge.
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Create tasks for self direction, ownership and collaboration.
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Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
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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.
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Provide flexibility in learning goals, outcomes and modes of assessment.
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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.
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"Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
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Asynchronous communication: Strategies for equitable e-learning - 0 views
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What are the factors that influence women's use of ICT (Information & Communication Technologies) (e.g. chat, forum, email etc.) in higher education? How can online asynchronous communication (e.g. forums or discussion boards) support women's preferred learning styles? How do women perceive gender differences in online asynchronous communication?
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shared by Diane Gusa on 29 Jun 11
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Learning-Centered Syllabi - 0 views
www.celt.iastate.edu/...syllabi.html
Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles
shared by Diane Gusa on 29 Jun 11
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Learning-Centered Syllabi Workshop
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Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
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students and their ability to learn are at the center of what we do
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we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
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facilitate student learning rather than to act as "gatekeepers" of knowledge
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A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
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thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
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We also need to think about how we encourage responsibility for learning in our students.
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students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
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Your first objective is to facilitate learning, not cover a certain block of materia
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According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
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Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
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here are three primary domains of development for students in a course
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The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
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An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
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Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
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Clarify the conceptual structure used to organize the course.
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Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
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Identify additional equipment or materials needed and sources.
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"Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
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Use a variety of methods.
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"A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
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Critical Thinking
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Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
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Women's Ways of Knowing Project - 0 views
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Connected knowers believe that truth is "personal, particular, and grounded in firsthand experience" (Belenky, Clinchy, Goldberger, and Tarule, 1997, p. 113). They attempt to find truth through listening, empathizing, and taking impersonal stances to information, whereas separate knowers completely exclude their feelings from making meaning and strictly rely on reason. The last way of knowing that Belenky, Clinchy, Goldberger and Tarule define is constructed knowledge, where one integrates their own opinions and sense of self with reason and the outside world around them.
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Mary Field Belenky "works with a variety of educational and community organizations interested in supporting marginalized people to develop a voice, claim the powers of mind, and have a greater say in the way their families and communities are being run" (Instructor Bio, n.d.
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Nancy Rule Goldberger researches "diversity in ways of knowing, exploring how culture, social power differentials, and the bicultural experience in the U.S. affect individual strategies for knowing (p. xxiii).
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New models for learning flexibility: Negotiated choices for both academics and students - 0 views
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Eisner (2003) claims that it is appropriate to take into account a learner’s frame of reference.
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While, the educational value of using a social constructivist approach is supported in educational literature (Jonassen, 1998; Garrison & Anderson, 2003), individual constructivism and self-directed learning (Merriam & Cafarella, 1999) are also valid educational strategies
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The flexible model proposed in this paper would allow informed choice by both students and academics, thereby resolving equity considerations and providing choices for academics, learners and learning
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Professor Richard Johnson describes open learning as ‘an approach rather than a system or technique; it is based on the needs of individual learners, not the interests of the teacher or the institution; it gives students as much control as possible over what and when and where and how they learn; it commonly uses the delivery methods of distance education and the facilities of educational technology; it changes the role of teacher from a source of knowledge to a manager of learning and a facilitator. (pp. 7-8
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Review of Weimer, Learning-Centered Teaching - 0 views
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Chapter two examines the effects of too much teacher control and its adverse effects on student motivation, confidence, and enthusiasm for learning. Students are more likely to become self-regulated learners when some of the conditions of their learning are more in their control. Weimer does not advocate abandoning our professional responsibility and letting students determine course content or whether they will do assignments; instead she recommends that teachers establish parameters within which their students will select options. Increasing the decisions students can make about assignments and activities more fully engages them in the course and its content. Among Weimer’s suggestions are providing a variety of assignments to demonstrate learning the course outcomes (students choose a combination), negotiating policies about class participation, and letting students choose which material the teacher will review in class the period before a major test.
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. The function of content in a learner-centered course changes from covering content to using content
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describes the changed role of the teacher in a learner-centered classroom from sage on stage to guide on the side
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When the teacher dominates the learning, students take shallow approaches to learning.
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1. Teachers do learning tasks less. Assign to students some of the tasks of organizing the content, giving examples, summarizing discussions, solving problems, and drawing diagrams, charts, and graphs. 2. Teachers do less telling; students do more discovering. Give a quiz on your syllabus and policies without going over it first. Let students discover information in assigned readings without presenting it first or summarizing it later. 3. Teachers do more design work. Design activities and assignments that move students to new skill levels, motivate engagement in the course content by doing the work of practitioners in the discipline, and that develop self-awareness of their learning of the content. 4. Faculty do more modeling. Demonstrate how a skilled learner (the teacher) continues to learn. Show them drafts of your articles, notes on your own reading in professional journals; talk aloud as you solve a problem, thereby revealing and modeling your thinking process. 5. Faculty do more to get students learning from and with each other. Create work for small groups to do in class. 6. Faculty work to create climates for learning. Create a climate that promotes interaction, autonomy, and responsibility (more in chapter five). 7. Faculty do more with feedback. In addition to assigning grades, use other means of providing frequent feedback (more in chapter six).
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focuses on student responsibility for learning and how to promote it.
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transforming passive students into autonomous learners
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The more structured we make the environment, the more structure students need
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The more motivation we provide, the less they find within themselves. The more responsibility for learning we try to assume, the less they accept on their own. The more control we exert, the more restive their response. We end up with students who have little commitment to and almost no respect for learning and who cannot function without structure and imposed control. (p. 98)
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The more we decide for students, the more they expect us to decide.
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eimer explains several strategies for creating a climate that produces self-regulated intrinsically motivated learners:
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The instructor should “make the content relevant, demonstrate its power to answer questions, and otherwise show its apparent intrigue.” Make the student responsible for learning decisions by relying on logical consequences of action and inaction, rather than punishment. For example, to deal with lateness, present important material or assignments early in the period that you do not repeat, rather than deduct attendance points for lateness. Do not summarize chapters if students have not read them. If they arrive unprepared, put the unread material on a test; give frequent tests. Be consistent in administering policies. If your syllabus says late homework is not accepted, never accept late homework despite the heart-wrenching excuse offered by the student. Involve students in a discussion of creating a climate that promotes learning. Have this discussion early in the semester. Weimer’s suggestion for starting the discussion is to have students complete sentence stems such as “In the best class I ever had, teachers . . .” “In the best class I ever had, students . . .” “I learn best when . . .” “I feel most confident as a learner when . . .” (p. 108) Obtain feedback on the classroom climate occasionally and revisit the discussion of policies and procedures. Employ practices that “encourage students to encounter themselves as learners” (p. 111). Explain the purposes and benefits of assignments and projects; tell students what problems they might run into in doing the assignments and suggest remedies. Help them with time management. With group projects, provide guidance in managing the project, handling group dynamics, and assigning individual responsibilities.
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helps us deal with the fact that almost all students will resist their teacher’s learning-centered approaches. Most of the learner-centered strategies recommended in this book change what students have become accustomed to. Understanding the reasons will help teachers deal with the inevitable student resistance when they present learner-centered practices and policies that withdraw the support students have become dependent upon during their first twelve years of schooling. The good news is that most students see the benefits of learner-centered approaches and benefit from them.
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, why do students resist it? Based on her research, Weimer lists four reasons: Learner-centered approaches are more work. When the teacher does not summarize the important points in the chapter, the students will have to read it for themselves. When the teacher asks small groups to produce five applications of a concept, rather than supply it in a handout, the students have to do more work. Learner-centered approaches are more threatening. Students who lack confidence in themselves as learners become filled with anxiety at the prospect of becoming responsible for decisions that might be wrong. Students who are not used to questions with no single, authority-approved right answer are fearful of being wrong. Learner-centered approaches involve losses. The strategies recommended in this book are designed to move students to higher stages of self-directedness and higher stages of intellectual development. Moving from one stage to another requires a loss of certainty and the comfort that certainty brings. Learner-centered approaches may be beyond students. Some students’ lack of self-confidence or intellectual immaturity may prevent their accepting responsibility for their own learning.
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overcome student resistance to learner-centered approache
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The communication is frequent and explicit The communication encourages and positively reinforces The communication solicits feedback from students The communication resists their resistance.
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developmental approach to transforming passive dependent learners into self-confident autonomous learners. Learners become self-directed in stages, not in one sin
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moment of transformatio
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Center of Learning: Summary - 0 views
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The nature of the learning process: McCombs and Whisler (1997) defined the learning process as a natural one of pursuing personally meaningful goals. This process is active, volitional, and internally mediated.
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It is a process of discovering and constructing meaning from information and experience, filtered through each learner’s unique perceptions, thoughts, and feelings (p. 5
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Motivational influences on learning: These influences reflect the importance of learner beliefs, values, interests, goals, expectations for success, and emotional states of mind in producing either positive or negative motivations to learn.
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The continuing impulse to learn is characterized by "intense involvement, curiosity and a search for understanding as learners experience learning as a deeply personal and continuing agenda” (Oldfather, 1992, p. 8).
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Thus a student-centered curriculum teaches each learner to select and sequence his own activities and materials (individualization); arranges for students to center on and teach each other (interaction); and interweaves all symbolized and symbolizing subjects so that the student can effectively synthesize knowledge structures in his own mind (integration). (Moffett & Wagner, 1992, p. 21)
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students develop a sense of their active roles as producers – not only consumers of knowledge. They perceive themselves as competent knowers and learners
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Flow Theory | Education.com - 0 views
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ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.
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when individuals find the activities challenging
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o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake
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One benefit of flow theory is that it presumes that motivation, cognition, and affect are situational
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have the skills to accomplish them
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Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo
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not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.
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eachers must provide optimal challenge and support for competence (or skill)
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(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.
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talks about the relationship between flow and the zone of proximal development -
This article has a good definition of flow and explains how it can be applied in your classroom
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From Andragogy to Heutagogy - 1 views
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Heutagogy expands on principles of andragogy for self-determined learning, essential in the digital age and information explosion. -
Discusses how andragogy is a base for heutagogy, and that heutagogy can be used to encourage the type of learning needed for the 21st century -
Great Article: Suggested an important change in the way in which educational experiences for adults should be designed.
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Production Values in Informational/Educational Videos - YouTube - 0 views
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An argument that production value are not nearly as important as people think they are.
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shared by Alicia Fernandez on 04 Jun 14
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Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Ad... - 0 views
www.e-education.psu.edu/...%20DiBiase%20Kidwai%202010.pdf
online learning adult education traditional students non-traditional students adult learning theory
shared by Alicia Fernandez on 04 Jun 14
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This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for elf-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.
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Google Tips and Tricks Every Student Should Know - 2 views
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Finally, learn how to use Google Scholar to find research material (peer-reviewed journals, patents, and more), with this video from Googler Dan Russell (or a very quick list of tips from Google here)
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Google Drive comes with a research tool that finds information for you while you work on your paper. It also conveniently grabs the citation and inserts it, already formatted, for you into your document.
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GENERAL PRINCIPLES OF MOTIVATION - 1 views
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Incentives motivate learning
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Internal motivation is longer lasting
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Learning is most effective when an individual is ready to learn
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Motivation is enhanced by the way in which the instructional material is organized
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produces a mild level of anxiety
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It is important to help each student set goals and to provide informative feedback regarding progress toward the goals
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"Information Gap" Tasks: Do They Facilitate Second Language Acquisition? - DOUGHTY - 20... - 0 views
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The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a)
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Vaginal Birth | OER Commons - 1 views
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This is a great summary of what my course will teach. I want to provide this interactive video in my course, not sure if it will be in within the modules or at the end. Any thought? -
I don't know how to advise you on this, but I am glad you found the resource and are thinking about how and when to incorporate it into your course.
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I like the the video reads to the students therefore letting my students hear and read it themselves.
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Samantha- This is a great find. I like that it is clear without being in your face and also interactive!
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FILLING THE TOOL BOX - 0 views
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If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
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If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
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The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
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And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
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When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
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Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
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Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
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The more typical classroom activity involves concealing what it is that you do not know.
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Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
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Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
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ISTE Standards Essential Conditions - 0 views
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oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Curriculum Framework Content standards and related digital curriculum resources that are aligned with and support digital age learning and work Student-Centered Learning Planning, teaching, and assessment centered around the needs and abilities of students Assessment and Evaluation Continuous assessment of teaching, learning, and leadership, and evaluation of the use of ICT and digital resources Engaged Communities Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards
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Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
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Shared Vision
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Misconceptions_WhitePaper.pdf - 0 views
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importance of understanding misconceptions as a first step toward addressing them in instructional settings
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particularly if this new information does not fit their established pattern of thinking.
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confront their beliefs