There are just too many posts.
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My thoughts are free - 3 views
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6 high quality posts in discussion per module (that is 3 per week) and 2 blog posts per module (one per week). You really think that is too much???
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if the “essence” of the student can never be felt through a computer?
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I question your assumptions about "essence" and "attendance" and "asking questions" and "peer acknowledgement" How can you say they are missing from an online class when we have examples of all these things all over the place this class?!
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These are essentials missing from online courses that can not be seen.
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can’t be measured.In class,
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i know every single click you have made in my cousre. I know dates, times, quantity. I have more data on you and your attendance and participation than any f2f teacher does.
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ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
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This is not only demonstrated in the ask a question area of the course, but in the talk with the professor area, the Bulletin Board, and in the suggestion box area, not to mention the discussion area itself as well as via email. Have you not observed how i keep you on track in this course?
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Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
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Don't you see how we do this with peer evaluations and the interaction and teaching presence demonstrated by students in the course?
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how could she even know what type of personality her professor has if she has never even seen him in person
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Don't you have a strong sense of my personality? And what about the personalities of your classmates? Don't you hear their voices in their posts??
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it’s worth it. I
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This “cured” my misconception, as this course marked my first course ever taking an online course.
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I feel amazing
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Online Teaching Activity Index : Socratic Dialogue - 0 views
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Begin with a question that is concrete and based on concrete experience that the students can all relate to. Students need the prerequisite knowledge for the discussion to begin or the discussion can initially devolve into an explanation of required preknowledge. Through response, students verify their understanding of the question. Students provide possible answers or resolutions to the question. Often the answers should draw on personal experience. Subsidiary questions are explored based upon responses.
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primary assessment involves the quality of the discussion
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There is a danger of the instructor dominating the discussion
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The Socratic method is a highly active learning strategy. Assessment should include participation
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Learning Online Learning - 2 views
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Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
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Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
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In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
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Why do you do things the way that you do? why do you believe what you believe?
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July 3rd,
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On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
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I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
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Careful choice of words
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Sharing personal story.
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It feels real.
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great observations! how will you use this in your own instruction?
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Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
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Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
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brilliant!!! way to make your thinking and your design visible to me/us!!!
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Trust your students, and we will be amazed by what they can come up with.
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, I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
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guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
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It has been a little strange, but a welcome break to focus on our courses!
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Larry was right
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I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
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I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
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detach themselves
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Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
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Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
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Provoking discomfort (point 5) is very useful.
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Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
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I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
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Given the opportunity, the learners are more likely to express their true selves on consistent basis.
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I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
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", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
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Mike's reflection blog on on-line learning within 2.0. - 1 views
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I have 222 discussion questions.
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if you do all the work, who does all the learning? 222 question?! now wouldn't it be cool if your students came up with even half of those questions themselves?
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It’s forced me to get out of my comfort area of relating to other music teachers and challenged me to consider music and my teaching of it as it related to other disciplines transposed to the on-line learning environment.
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I’ve included the student need for teaching presence in my discussion rubric but need to further create ways to be part of their learning. This might be just sitting on the sidelines and observing until I feel the need to re-set the climate for learning if it’s off track.
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By doing these activities I have become even more challenged and feel even more uncomfortable. Now I am dipping my other foot in to the online course world. I am inserting my knowledge to this new forum. It’s as if I’m putting my quarter in and watching the wheels turn until they stop on something. What will that something be? I must have felt that I was in some kind of comfort zone. Then I was understanding and proving myself valuable to the other student’s learning.
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I am going to have to think very deeply about. That suggestion is to give more freedom to my students. The students in my course can better express their creativity by having to create their own activities! Wow! This is going to be hard…
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sometimes you can only achieve what you are trying to achieve by letting go... trust yourself and trust your students.
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Creating PDFs takes lot of time
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I have been following your posts, I know you finally got it to work and were able to link pdfs successfully!
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222
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If discussions wane then I can take one of these questions out and use them to stimulate new discussions
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Thanks. They are not going to be introduced all together. That would be too much.
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seeismic did not register me properly
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Being taught what is effective, seeing it being applied to me and then being involved in reflection of its relation to my instruction is the sequence of events that [helped my learning]. This might seem as a surprising statement considering my own blog entry requirements were so open-ended and free-form, a sincere effort to provide scaffolding, that looking back such an attempt could not result in effective metacognitive resolution.
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Therefore I will continue exploring what I have learned in this course and consider the possibility that there may have been things going on in this course that I did not learn because I did not internalize them. (3)
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netiquette in online courses - Google Search - 0 views
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a discussion about online course netiquette in discussion postings
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Using Peer Teams to Lead Online Discussions - 0 views
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Ian August etap 640 SuMmEr 2011 - 1 views
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Student centered learning
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question your assumptions! why do you assume that "student-centered" means "teacher-less"?
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why do I need to pay for this if I am on my own.
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well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
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I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
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leaders.
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could not locate a link for diigo but I contacted Mimi for more info
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But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
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I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
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I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support. -
how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
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They use the basics like read this article and write this paper or take this quiz.
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I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
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The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
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t took me a minute to figure out the moodle system.
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Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
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These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
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I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
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Randy Pausch
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wikis's
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I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
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This also shows the teacher asking the student to be an active participant in their own learning,
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Yes, that's what the online environment is all about...student centered social learning.
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Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
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We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
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That was the role of student.
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In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
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Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
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The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
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That's an interesting idea, especially when there are too many discussions going on.
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build a wiki together
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I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
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don’t show them how you do it, let them find out how it is done on their own
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leave it up to the student to choose,
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I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
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I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
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I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
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Case Study
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Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
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Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
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Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
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Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
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Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
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letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
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letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
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I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
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I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
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After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
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shared by Alicia Fernandez on 24 Jun 12
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Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 2 views
www.irrodl.org/...2087
lifelong learning" heutagogy "self-determined learning" andragogy "self-directed learning" "social media" "double-loop learning" "reflection"
shared by Alicia Fernandez on 24 Jun 12
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Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
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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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Group items tagged module 4 assignment - ETAP640 | Diigo Groups - 2 views
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Teachers' Domain: Pizza Toppings - 1 views www.teachersdomain.org/...vtl07.math.data.rep.pizzatopp Module 4 Assignment Pizza Venn Diagram Video Cyberchase OER teachers domain shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Victoria Keller liked it In order to organize the preferences, Bianca draws a Venn Diagram and then arranges the pizza toppings according to the diagram. Catherine Strattner on 21 Jul 12 - edit - delete I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams. <div class="cArrow"> </div><div class="cContentInner">I will be using this video as a resource for students to view prior to engaging in discussion on 2-set and 3-set venn diagrams.</div> ... Cancel ... Cancel Add Sticky Note Victoria Keller on 21 Jul 12 This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ. <div class="cArrow"> </div><div class="cContentInner">This is a great motivation to use for your course on venn-diagrams!! As an added note the pizzeria John's is in NYC and is a franchise from NJ.</div> ... Cancel
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Pizza Toppings | OER Commons - 0 views www.oercommons.org/...view Module 4 Assignment Pizza Venn Diagram Video OER Cyberchase shared by Catherine Strattner on 21 Jul 12 - comment - like... - No Cached - more▼ Link to this item Edit this item Delete this item Save Send to Disable email alert Catherine Strattner on 21 Jul 12 - edit - delete Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams. <div class="cArrow"> </div><div class="cContentInner">Great video on a practical use of Venn diagrams- will use in my course as a resource for viewing prior to engaging in discussion on 3-set Venn diagrams.</div> ... Cancel ... Cancel
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Alex, I did complete this assignment as instructed. Not sure why you didn't see it as it is tagged appropriately... let me know if there is some issue on my end that needs to be fixed. Thanks- Catherine
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The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views
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Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their Discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for Discussions.
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Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
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We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
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Similarly, we found that instructors rarely provided acknowledgement feedback
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The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination.
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Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
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Socratic Teaching - 0 views
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We model an inquiring, probing mind by continually probing into the subject with questions.
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A Socratic questioner should: a) keep the discussion focused b) keep the discussion intellectually responsible c) stimulate the discussion with probing questions d) periodically summarize what has and what has not been dealt with and/or resolved e) draw as many students as possible into the discussion.
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Bringing Life to Online Instruction with Humor - 1 views
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Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
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Of the personal dimensions of teaching, humor is the most human of them all. T
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Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
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The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
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e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
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simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
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nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
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several ways that instructors can enhance visual humor for the online environment
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journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
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Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
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e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
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For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
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We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
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use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
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For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
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the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
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The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
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The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
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Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
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ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
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For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
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course, we strongly encourage instru
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course, we strongly encourage instru
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luding funny quotes, jokes, and cartoons, and in this section, we identify resources for locating pedagogical humor. When deciding which material to use for the online course, we strongly encourage instructors to c
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we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
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we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
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we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
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ll the students unders
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A wide range of hum
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"The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device. In a commentary noting the need for humor in online courses, James (2004) observed that "Because humor is one of the major traits of the best, most effective teachers, it is a characteristic that all teachers should want to hone, practice, and nurture, regardless of medium" " -
Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
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explain how instructors can incorporate humor in an online course, the enhancement humor can bring, guidelines for locating, selecting, developing, and integrating humor into an online courses, and examples of humor in various online components.
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Instruction by Design - 5 views
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I was a bit surprised
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why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
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I have been pushed to find out and learn about topics relevant to me!
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I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
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After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
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First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
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When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course. I am working with the concepts and ideas introduced in each module, researching, relating, and making connections. Then I bring my work back to the community to share. My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
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Now we are discussing how we are using text based environments to create intimacy in learning environments. Perhaps, it is not all that different
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I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience. This may be through reviewing materials or engaging in activities, but that seems less important to me now. The crucial part is now designing the interactions.
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my workshop is really about the journey rather than the destination
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I realized that although you may think you are engaging students in your course, it may be trickier than you expect
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I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”.
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I have been able to make the big connections, and form ideas in a way that previously has been difficult for me.
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I feel as though the reflection assignments have provided the context for my brain to think in a different way. This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously! It seems kind of strange to say that, but it is true! I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
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I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
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Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
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Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
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Maree (4)
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Constructivism | Funderstanding - 0 views
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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.
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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.
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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
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Rationale for adding discussion to an online course? Through discussion a learner can construct personal meaning from new concepts.
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Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
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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.
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Patterns of Interaction and Participation in a Large Online Course: Strategies for Fost... - 0 views
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This article offers many ideas for fostering discussion in large online courses
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Instructor Competencies: Standards for Face-to-Face, Online, and Blended ... - Google B... - 0 views
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"When the online setting involves a Web-based course management system, threaded discussions often become a primary and important learning activity. Students often require guidance in how to interact in such asynchronous discussion settings. The skills required to facilitate threaded discussions are quite different from those required in face-to-face settings".
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Module 1: Reflect - N2OL: New to Online Learning (... - 5 views
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First read the instructions on "How to participate in a Discussion..." Then enter the first discussion. When you are ready to respond, use the “Reply to This” link to create your response. (Discussion Hint: What are some issues about the online teaching and learning environment that are of concern to you at this stage? What asp
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do they need these instructions here? or this hint here? or should it appear on the actual assignment in the ning?
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Critical Thinking Development: A Stage Theory - 0 views
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We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
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recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
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begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
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appreciate a critique of their powers of thought.
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we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
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We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
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since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
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need for systematic practice in thinking.
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Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
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regularly monitor
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articulate the strengths and weaknesses
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often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
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intellectual perseverance
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have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
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We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
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Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
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Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
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advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
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develop depth of understanding
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nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
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successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
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critique their own plan for systematic practice, and improve it thereby.
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articulate the strengths and weaknesses in their thinking.
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reduce the power of their egocentric thoughts.
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a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
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our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
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have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
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As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
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Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
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To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
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Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
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Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
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For the foreseeable future the vast majority of our students will never become accomplished thinkers
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important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
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Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
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in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
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We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
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to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
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Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
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Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
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if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
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the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
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When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
