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http://biglearningevent.wisc.edu/study-groups/wp-content/blogs.dir/2/files/group-docume... - 0 views

biglearningevent.wisc.edu/...ExperienceinWorkandLeisure.pdf
shared by Heather Kurto on 12 Aug 13 - No Cached
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      The first, based on flow theory, predicts that experience will be most positive when a person perceives that the environment contains high enough opportunities for action (or challenges), which are matched with the person's own capacities to act (or skills). When both challenges and skills are high, the person is not only enjoying the moment, but is also stretching his or her capabilities with the likelihood of learning new skills and increasing self-esteem and personal complexity. This process of optimal experience has been called flow (Csikszentmihalyi, 1975, 1982; Inghilleri, 1986b)
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      Needless to say, such a blindness to the real state of affairs is likely to have unfortunate consequences for both individual well-being and the health of society. Following the cue of their motivation, people will try to do more of those activities that provide the least positive experiences and avoid the activities that are the source of their most positive and intense feelings. At the societal level, this trend will add up to a continuing exodus from productive activities in favor of leisure.
    • Heather Kurto
      Heather Kurto on 12 Aug 13
       
      It is highly probable that if people admitted to themselves that work can be very enjoyable-or at least, more enjoyable than most of their leisure time is-they might work more effectively, achieve greater material success, and in the process also improve the quality of their own lives.
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Achieve Global - 1 views

www.achieveglobal.com/...blended.aspx Learning teaching technology
shared by cpcampbell88 on 06 Jun 14 - No Cached
  • cpcampbell88 on 10 Jun 14
     
    This company is designed to teach employee's both using online and traditional classroom experience with practical hands on experience.
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http://www.uncp.edu/home/dente/online.htm - 0 views

www.uncp.edu/...online.htm hybrid teaching technology
shared by Melissa Pietricola on 16 Jun 10 - Cached
  • Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others
    • Melissa Pietricola
      Melissa Pietricola on 16 Jun 10
       
      I think this-giving everyone the opportunity to speak is the most significant benefit for my students in having the course by a hybrid
  • only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.
  • Consequently, online students do more work and cover more subject matter.
  • ...5 more annotations...
  • This constant interaction with the subject matter greatly increases learning retention.
  • Students are more active and self-directed in their learning.
  • discussion is richer because it is recorded
  • class discussions easily cross week boundaries. It is very common for a discussion which began in the first week of the course to resurface in the fourth week when new learnings shine a fresh perspective on it. This type of dialogue feels much more natural than the fragmented discussions I experienced in the classroom.
  • My experience with teaching online is that it is a different thing. I encourage us all to experiment in both our face-to-face and virtual learning encounters and to share what seems to work and not work.
  • Joan Erickson on 16 Jun 10
     
    it is a short, easy read, and yet stresses important points we educators all experience
  • Melissa Pietricola on 16 Jun 10
     
    benefits of online learning
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Learning styles - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Learning_styles learning styles
shared by Sue Rappazzo on 12 Jun 10 - Cached
  • (VARK) models[18]: visual learners; auditory learners; reading/writing-preference learners; kinesthetic learners or tactile learners[1]. Fleming claimed that visual learners have a preference for seeing (think in pictures; visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best learn through listening (lectures, discussions, tapes, etc.). Tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world; science projects; experiments, etc.). Its use in pedagogy allows teachers to prepare classes that address each of these areas. Students can also use the model to identify their learning style and maximize their educational experience by focusing on what benefits them the most.
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Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html merlot elearning virtual education teaching Module 4
shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
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Signal Detection on ePsych - 0 views

epsych.msstate.edu/...index.html Module 4 assignment psychology experiment
shared by James Ranni on 20 Jul 09 - Cached
  • James Ranni on 20 Jul 09
     
    great content accompanied by an experiment on signal detection
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Centering Marxist-Feminist Theory in Adult Learning - 0 views

aeq.sagepub.com/...0741713610392767.abstract karl marx marxist feminist theory adult learning praxis oppression dialectical social cultural invividual
shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Centering Marxist-Feminist Theory in Adult Learning. Using feminist extensions of Marxist theory, this article argues that a Marxist-feminist theory of adult learning offers a significant contribution to feminist pedagogical debates concerning the nature of experience and learning. From this theoretical perspective, the individual and the social are understood to exist in a mutually determining relationship, with a social world conceptualized as active human practice. The primary theoretical task is then to rearticulate the central relations of adult learning theory (the individual, the social, and experience), which necessitates a dialectical formation of social difference and oppression. This allows for an examination of the reification of experience as a core relation of adult learning theory and a reimagining of feminist praxis.
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Teaching Creativity - 0 views

www2.goshen.edu/...tc.html creativity teaching socratic questioning education
shared by Diane Gusa on 27 Jun 11 - Cached
  • Most five year olds are totally confident that they can draw, sing, and dance.  Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
  • She will no longer feel competent or creative. 
  • When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
    • Diane Gusa
      Diane Gusa on 27 Jun 11
       
      I have experienced this with my students, but now I also understand that they need more confidence to be risk-takers
  • ...11 more annotations...
  •   In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on.  These are limitations to jog or jump start the creative impulse.
  • In creative teaching, assignment limitations provide a way to change the student's habits of work
  • people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
  • a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
  • Teach creativity by giving TIME FOR THE CREATIVE PROCESS Assign HOMEWORK OF THE MIND
  • When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
  • To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
  •   The scientific method says that questions must be answered experimentally and the results are repeatable.
  • the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
  • True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
  • The creative process includes preparation, incubation, insight, elaboration, and evaluation.
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Curriculum - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Curriculum curriculum learning experience
shared by Diane Gusa on 21 Jun 11 - Cached
  • Diane Gusa on 21 Jun 11
     
    "As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults"
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The Application of Learning Style Theory in Higher Education Teaching - 0 views

www2.glos.ac.uk/...kolb2.htm education Intelligence Multiple learningTheory Learning Styles
shared by Diane Gusa on 29 Jun 11 - Cached
  • A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
  • general tendency towards a particular learning approach displayed by an individual.
  • Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
  • ...26 more annotations...
  • Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
  • Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
  • Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
  • What may be possible is to promote an educational environment developed for flexibility at the individual student level.
  • What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
  • his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
  • In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
  • facilitator, and finally to that of a resource to be tapped
  • lecturer's role
  • Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
  • "causer of learning".
  • This approach will tend to create learned helplessness in people
  • Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
  • The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
  • allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
  • The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
  • as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
  • That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
  • This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
  • In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
  • caffold structure
  • clearly communicated and understood aims and objectives for the students at regular intervals.
  • allows students to progressively take control of their learning,
  • but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
  • The application of learning style theory in higher education teaching
    • Diane Gusa
      Diane Gusa on 29 Jun 11
       
      This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
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Learning in an online distance education course: Experiences of three international stu... - 0 views

www.irrodl.org/...1481 learning online culture styles
shared by Diane Gusa on 29 Jun 11 - No Cached
  • Diane Gusa on 29 Jun 11
     
    Zuochen Zhang University of Windsor, Canada Richard F. Kenny Athabasca University, Canada This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment.
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Relational Context of Teaching - 3 views

relationalcontextofteaching.edublogs.org
shared by Diane Gusa on 07 Jun 11 - No Cached
Kristen Della liked it
  • He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
  • I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
  • However, to be part of the social network and be actively involve citizens, each must become life-long learners. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      ... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
  • ...25 more annotations...
  • Eleanor Roosevelt
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      don't forget to self-assess!
  • I am going to give this blog a 3.
  • Teacher presence
  • June 21st,
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      diane: the blogging assignment for module 2 was due on june 19th.
  • What I would like is to have the option of posting and assessing it as NG (no grade)
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
  • Finally, I carefully considers there are no place where Alex might say “can you tell me more”
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
  • Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
  • Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
  • pay attention
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
  • then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
  • I will investigate and use group Wikis
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
  • detailed rubric
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
  • plan on using Alex’s rubric for my instructional design,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
    • ian august
      ian august on 17 Jul 11
       
      Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester. 
    • ian august
      ian august on 17 Jul 11
       
      Give this women a thousand points for quoting me :)!!
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
    • ian august
      ian august on 17 Jul 11
       
      While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life.  Do you think you can use different models of teaching with different students in the same class?
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      On a side note, I loved kung fu panda!!
  • I am saddened and concern for the positivist, behaviorist methods she employs and models. I
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I don't understand this comment.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      This was base on reading only half of the rubric...
  • poor grade.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      Again if I had scrolled down I would have seen that 12 posts were not required.
  • In the future I will build my course off line,
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Good idea!
  • when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!  
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
  • Alex, my  Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      i TOTALLY LOVE this image : ) thank you! : )
  • I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs  as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.  
  • I will do this because I care about their learning.
  • I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change  that I would experience this summer.
  • ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
4More

Video - Behind the Scenes: The Science Team | K12 - 0 views

www.k12.com/...science online education science
shared by alexandra m. pickett on 31 May 14 - No Cached
  • The team looked for the best experiments that kids could do safely in person, and created online labs for those that are more complex.
    • Teresa Dobler
      Teresa Dobler on 31 May 14
       
      The online program incorporates a combination of physical labs students complete as well as online activties.
    • alexandra m. pickett
      alexandra m. pickett on 31 May 14
       
      Hi Teresa: just wanted to say hi and let you know that i am thrilled that you are using this tool so well so quickly : )
    • Teresa Dobler
      Teresa Dobler on 31 May 14
       
      Program includes materials to engage students such as virtual labs and interactive periodic tables. Virtual labs take students through as much detail as which gloves to pick and what to do when something goes wrong, just like in a real experiment. In addition, they send a chemistry kit for experiments that are not dangerous. The courses also include interactive concept maps that tie the concepts together to help students understand.
2More

From Andragogy to Heutagogy - 0 views

www.psy.gla.ac.uk/...Heutagogy.html andragogy huetagogy pedagogy learning continuum
shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.
  • Alicia Fernandez on 07 Jun 14
     
    In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed.
10More

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stone_0911.htm online learning teaching
shared by Teresa Dobler on 08 Jul 13 - No Cached
  • Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
  • there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
  • It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
  • ...4 more annotations...
  • The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
  • If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      My experiences building an online course will greatly impact my face-to-face teaching - I spend so much time planning, revising, and improving before I even begin teaching, and I have an end goal in mind.
  • Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
  • online pedagogy frequently involves consultation and collaboration
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      I wonder why? This is definitely true of my course as a grad student. Is it true elsewhere?
  • lkryder on 11 Jun 14
     
    online and on campus teaching should both take the same amount of prep
32More

Online Course Design - 0 views

joyquah.edublogs.org
shared by alexandra m. pickett on 23 Jun 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      Joy! thank you for making your learning visible to me! I am awed and inspired by the depth of your insights!
  • So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
  • From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
  • ...23 more annotations...
    • alexandra m. pickett
      alexandra m. pickett on 23 Jun 10
       
      eureka!!! brilliant!!!
  • And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
  • People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
  • From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
  • “You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      thank you for this observation, joy! thank you for taking the bait and giving us all the opportunity to question our assumptions and to arrive at creativity, innovation and possibilities!! : )
  • I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
  • But we should never give up on the unwilling ones.
  • The best way to spark change is to let them attend an effective online course.
  • I am beginning to see how “developing a course is a transformative experience”.
  • I don’t think I can return to the classroom and teach anything the same way before.
  • Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
  • I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
  • An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to  successfully transfer learning, which is basically one of great challenges of teaching.  So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
  • As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
  • Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      thank you for making your thinking and learning visible to me!
  • Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      i have great expectations of you joy! i know you can do it : )
  • this is a process
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      Yes!!! the value to me and to the others in the class is to be able to watch your process. we see how you think and refine and how your ideas change and evolve and that adds to our understanding of you and our own learning.
  • My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
    • Joan Erickson
      Joan Erickson on 20 Jul 10
       
      Oh Joy, I can relate! By the time Alex reads my submitted writing assignment, my actual course design has already morphed a few times. I've visited your course, it looks great! the activities you set up indicatethat you have high expectations for the participants!
  • Confucius
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      wow, Confucious said that? I didn't even know, and I'm Chinese!
  • In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
  • One of the insights has to do with letting go as a teacher.
  • Reading Sue’s
  • I agree with Sue.
6More

Constructivism | Funderstanding - 0 views

www.funderstanding.com/...constructivism constructivism
shared by Maree Michaud-Sacks on 30 May 13 - No Cached
  • The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      We can shift the learning from "teacher centered" to "student centered". I see too many students who memorize the facts to regurgitate on an exam, rather than working towards understanding the information.
  • Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      Rationale for adding discussion to an online course? Through discussion a learner can construct personal meaning from new concepts.
  • Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
    • Maree Michaud-Sacks
      Maree Michaud-Sacks on 30 May 13
       
      Open ended questions allows for learners to connect their experience to the concepts and explore what it means to each individual. Dialog between students encourages furthering of the conversation and adds new ideas and information to the discussion.
8More

http://www.mentormob.com/hosted/cards/71141_b44ac5ed2dac0a90985e4d8a0c2901b3.pdf - 0 views

www.mentormob.com/...ed2dac0a90985e4d8a0c2901b3.pdf
shared by Heather Kurto on 06 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      z, 'Colleges and universities ought to be concerned not with how fast they can "put their courses on the Web" but with finding out how this technology can be used to build and sustain learning communities' (1998, p. 7). Furthermore, the world's increasing dependence on lifelong access to new knowledge is transforming the landscape of higher education and forcing the academy to rethink virtually all of its systems and traditions (Rowly et al., 1998).
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Criticalness - looking at the underlying assumptions, looking at theory base; * Scholarship - quality of the writing/discourse community. Ability to use language to refer to other people such as other scholars. Are we referencing each other? Are we learning from each other?; * Connection to experiences - building on our learning from ideas and concepts gained from our experiences as educators and learners; and * Professionalism - acting professionally, using the correct grammar and contributing on time (Article No. 78)
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      My objectives in developing this course were twofold. Firstly, the aim was to promote interactions amongst learners and to promote interactions between the learners and myself. Secondly, the aim was to create a student-centred approach to learning where students could own their learning and feel a sense of responsibility towards their own and the learning of others. 
  • ...5 more annotations...
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Using social constructivism as a referent for my teaching approach, I encouraged students to engage in peer learning through focused discourse that was based on the theoretical ideas they read and shared with others. It was made clear to the students that the unit, and in particular the Activity Room (as the hub of the unit), was designed based on social constructivist theory to enhance opportunities for peer learning
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Are you helping your peers to improve?  * How are you continuing/promoting the conversation? Conversation suggests a 'dialogue', a going back and forth rather than merely a one-way-one-time posting. 
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      When borne out in practice, social constructivism can be facilitated through activities that involve peer-learning, reflective thinking and the joint construction of knowledge.
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      students also need induction on how to work on line. In particular, they need scaffolding in relation to collaborative learning and reflective thinking, which are the more challenging, yet, elusive aspects of online learning.
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      y, systems need to be set up in order that students can easily collaborate and benefit from the advantages of the technology that is available
1More

elearn Magazine: Instructional Design for Flow in Online Teaching - 0 views

elearnmag.acm.org/archive.cfm instructional design teaching online technology
shared by kevin volo on 06 Jun 13 - No Cached
  • kevin volo on 06 Jun 13
     
    This tutorial explains how the process of designing instruction can be a creative and enjoyable artistic experience for the online teacher and for the instructional designer.
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