Group items matching "Communication" in title, tags, annotations or url - ETAP640

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Building community in an online learning environment: communication, cooperation and co... - 0 views

shared by Victoria Keller on 18 Jun 09 - Cached

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parker j. palmer: community, knowing and spirituality in education - 0 views

www.infed.org/palmer.htm learning_environments education connection blog

shared by Diane Gusa on 17 Jun 11 - Cached

The culture and size of the institutions and settings where people teach, the emphasis upon achieving grades and gaining marketable skills, and the pressure to 'produce' all take their toll.
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To Know as We are Known (1983, 1993) Parker J. Palmer explores an understanding of education that looks to community and its recovery.
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'Knowing of any sort is relational, animated by a desire to come into deeper community with what we know' (Palmer 1998: 54).
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'a rich and complex network of relationships in which we must both speak and listen, and make claims on others, and make ourselves accountable' (Parker Palmer 1993: xii)
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community of truth'
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as Carl Rogers might have put it, from the diadactive to the facilitative.
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- Diane Gusa on 17 Jun 11
  
  One of my favorite book. It always inspires me,
  
  <div class="cArrow"> </div><div class="cContentInner">One of my favorite book. It always inspires me,</div>
  
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This distinction is crucial to knowing, teaching and learning: a subject is available for relationship; an object is not.
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the subjects around which the circle of seekers has always gathered - not the disciplines that study these subjects, not the texts that talk about them, not the theories that explain them, but the things themselves (1998: 107).
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Clearly community is a process. But it is also a place.
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The task of the educator in all this is to make a space so that the great thing has an independent voice, to speak for itself - and to be heard and understood.
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In To Know As We Are Known, Parker J. Palmer argues that a learning space has three essential dimensions: openness, boundaries and an air of hospitality (1983; 1993: 71-75)
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As I teach, I project the condition of my soul onto my students, my subject, and our way of being together
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Interaction and Immediacy in Online Learning | Woods | The International Review of Rese... - 0 views

www.irrodl.org/...268 interaction immediacy online learning research db5

shared by Diane Gusa on 12 Aug 11 - No Cached

Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.
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Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.
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an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.
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Mehrabian (1967) defined immediacy as the extent to which selected communicative behaviors enhance physical or psychological closeness in interpersonal communication.
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Anderson (1979) summarizes the impact of immediacy: The more immediate a person is, the more likely he/ she is to communicate at close distances, smile, engage in eye contact, use direct body orientations, use overall body movement and gestures, touch others, relax, and be vocally expressive. In other words, we might say that an immediate person is perceived as overtly friendly and warm (p. 545).
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“Knowledge building occurs as students explore issues, examine one another’s arguments, agree, disagree, and question positions. Collaboration [learner-learner interaction] contributes to higher order learning through cognitive restructuring or conflict resolution, in which new ways of understanding the material emerge as a result of contact with new or different perspectives” (p. 55)
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Kearsley (2000) declared: “The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation” (p. 78)
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Exemplary Online Educators: Creating a Community of Inquiry - 0 views

tojde.anadolu.edu.tr/...article6.htm Online learning community COI module 4 db knowing

shared by Diane Gusa on 09 Jul 11 - Cached

White, Roberts and Br anna n (2003) focused particularly on course design in online education. Their major premise is that “unless the course is reconceptualized using an interactive learning pedagogy, the results are nothing more than a correspondence course via e-mail and that simply transferring a traditional classroom-based course to an online format is doomed to failure ” (White, Roberts & Br anna n, 2003, p. 172).
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White, Roberts and Br anna n go on to describe an online nurse refresher course provided by University of Wisconsin that promotes the following four components - humanizing or creating a good learning environment; getting the learners to participate; using the right message so that it is received, understood, and remembered; and eliciti
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cognitive presence of the teacher is a core concept in creating a community of inquiry.
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teacher learner interaction is not sufficient on its own to create effective learning.
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The second major theme relates to exemplary online educators as affirmers. The students identified instructors who found opportunities to let their students know that they were succeeding in their studies and to encourage them in their learning.
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The overlap of teaching presence and social presence as depicted in the model forms what Garrison and his colleagues have labeled “setting climate” (
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The final theme is exemplary online educators as influencers
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In some ways the Community of Inquiry model speaks to this experience of mutuality (Archer, et.al, 2003).
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The heart of the challenge facing online educators is “the need to create a critical community of inquiry- the hallmark of higher education – within a virtual text-based enviro
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Faculty Learning Communities - 0 views

elixr.merlot.org/...faculty-learning-communities module 4 assignment faculty learning communities

shared by Kristen Della on 11 Jul 11 - No Cached

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Cognitive Presence | Community of Inquiry - 0 views

communitiesofinquiry.com/cognitive_presence cognitive presence community definition

shared by Diane Gusa on 29 Jun 11 - Cached

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Relationship between Sense of Community and Learning in Online Learning Environments - 1 views

www.editlib.org/19020 learning online learning environments relationship sense community

shared by Diane Gusa on 06 Jul 11 - No Cached

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Asynchronous communication: Strategies for equitable e-learning - 0 views

www.ascilite.org.au/...meyers.html learning styles strategies woman online processing communication

shared by Diane Gusa on 29 Jun 11 - No Cached

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Is Broadband Internet Access a Public Utility? | TIME.com - 0 views

business.time.com/...ternet-access-a-public-utility broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached

State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers. Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
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According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
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“You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
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One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
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Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
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“Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
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Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
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ISTE Standards Essential Conditions - 0 views

www.iste.org/...essential-conditions iste technology standards

shared by lkryder on 11 Sep 14 - No Cached

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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Does Sense of Community Matter? - 1 views

www.editlib.org/106720 building community higher education technology

shared by Diana Cary on 10 Jun 13 - No Cached

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From music making to speaking: Engaging the mirror neuron system in autism - 0 views

www.ncbi.nlm.nih.gov/...PMC2996136 music autism

shared by Heather Kurto on 12 Jun 13 - No Cached

mirror neuron system (MNS)
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The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
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Social and communication impairments represent some of the key diagnostic characteristics of autism
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Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
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Research has demonstrated a relationship between joint attention and language development in children with autism.
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Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
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We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
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Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
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Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
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It has long been noted that children with autism thoroughly enjoy the process of making and learning music
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112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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Heather Kurto on 12 Jun 13

Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.

<div class="cArrow"> </div><div class="cContentInner">Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.</div>

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Learners' Perspectives on what is Missing from Online Learning: Interpretations through... - 0 views

www.irrodl.org/...743 teacher presence COI community learners online

shared by Diana Cary on 15 Jun 13 - Cached

Concerns surrounding the lack of physical presence in an online learning environment have led researchers to investigate the concept of presence when learning online
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Early work focused on social presence and the idea of participation and belonging
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Social presence is a factor that contributes to building a community of learners
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"the degree of feeling, perception, and reaction to another intellectual entity in the CMC environment"
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"feeling intimacy or togetherness in terms of sharing time and place"
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"the ability of learners to project themselves socially and emotionally in a community of inquiry"
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Five themes regarding what learners perceived was missing from their online learning experience emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner.
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Ben_Online.pdf (application/pdf Object) - 0 views

blackboardsupport.calpoly.edu/...Ben_Online.pdf education teaching interaction social online

shared by Lauren D on 25 Jun 12 - No Cached

Lauren D on 25 Jun 12

Students share perspectives Online forums, provide public areas to post information. Each student can view another student's answers and learn through the exposure to different perspectives. This benefits students because they can combine new opinions with their own, and develop a solid foundation for learning. Research supports that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning, " (Alexander, 1997). Students experience a sense of equality-Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students.

<div class="cArrow"> </div><div class="cContentInner">Students share perspectives Online forums, provide public areas to post information. Each student can view another student's answers and learn through the exposure to different perspectives. This benefits students because they can combine new opinions with their own, and develop a solid foundation for learning. Research supports that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning, " (Alexander, 1997). Students experience a sense of equality-Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students. </div>

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