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Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple... - 0 views

www.sfu.ca/...Gardner1989.pdf multiple intelligences Gardner MI theory
shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    Gardner upholds MI theory and its positive educational applications by citing research results. He also argues that psychometric tests are not designed to measure MI and he points to contextually based intelligence measurement instruments that do measure MI.
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The Wooden Periodic Table Table - 1 views

www.theodoregray.com/PeriodicTable
shared by Kimberly Barss on 15 Jul 11 - Cached
  • This website documents, in great depth, a large collection of chemical elements and examples of their applications, common and uncommon. Click any element tile above and you will find probably more than you ever wanted to know about that element. All these samples (well, at least the ones that fit) are stored in a wooden periodic table, by which I mean a physical table you can actually sit at, in my office at Wolfram Research. I decided to build this table by accident in early 2002, as a result of a misunderstanding while reading Uncle Tungsten by Oliver Sacks. I won't bore you with the details here (see the Complete Pictorial History of the Wooden Periodic Table Table), but once it was finished I felt obligated to start finding elements to go in it (because under the name of each element in my table there is a sample area). Then I started building a website to document all my samples, and that's when things really got out of hand. A few months later my little table won the 2002 Ig Nobel Prize in Chemistry, clearly the highest honor for which it is eligible. Sensing an audience, I began to take the website more seriously, which led to my being asked to write a monthly column for Popular Science magazine, which I've now been doing continuously since the July 2003 issue. Later I formed a most satisfying partnership with Max Whitby building high-end museum displays, selling element samples and sets, and filming video demonstrations of the chemical properties of the elements. This website now contains the largest, most complete library of stock photographs of the elements and their applications available anywhere, as well as a large and growing collection of 3D images documenting hundreds of samples rotated through 360 degrees. Try clicking on some elements in the table above: I think you'll be surprised what's lurking behind those little tiles. And if you like the pictures, you'll love the poster! After years of photography and months of assembling images, I published a photographic periodic table poster based on my collection:
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      Everything about this site is brilliant! I am so grateful that I found this resource...and wish that I could someday purchase a table of his!
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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.
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The zone of proximal development in Vygotsky's analysis of learning and instruction - 0 views

people.ucsc.edu/...chaiklin.zpd.pdf learning education Constructivism
shared by Heather Kurto on 05 Jul 13 - No Cached
    • Heather Kurto
      Heather Kurto on 05 Jul 13
       
      For ease of reference, the three aspects will be named generality assumption (i.e., applicable to learning all kinds of subject matter), assistance assumption (learning is dependent on interventions by a more competent other), and potential assumption (property of learner, which enables best and easiest learning).
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103chap7.pdf (application/pdf Object) - 0 views

www.ntlf.com/...103chap7.pdf teaching online critical thinking skills
shared by Catherine Strattner on 27 Jun 12 - No Cached
  • Catherine Strattner on 27 Jun 12
     
    This is a chapter on Critical-Thinking Strategies for online learning. I believe it is an excellent resource regarding structuring and moderating online discussions that promote critical thinking.
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v8n3_pelz.pdf (application/pdf Object) - 0 views

ualbany.mrooms.net/...v8n3_pelz.pdf Bill Pelz online learning
shared by Catherine Strattner on 25 Jun 12 - No Cached
  • Joan McCabe on 25 Jun 12
     
    Principles: 1-Students do most of the work 2- interactivity is the heart and soul of effective asynchronous learning 3-Strive for presence
  • ...1 more comment...
  • Gary Bedenharn on 27 Jun 12
     
    online pedagogy
  • Irene Watts-Politza on 06 Jul 12
     
    Bill Pelz, winner of 2003 Sloan-C Exellence in Online Teaching Award
  • Catherine Strattner on 22 Jul 12
     
    "the learner is, for the most part, in charge of what gets learned."
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Sensation-Seeking | Education.com - 0 views

www.education.com/...sensation-seeking
shared by William Meredith on 25 Jun 12 - No Cached
    • William Meredith
      William Meredith on 25 Jun 12
       
      Not applicable to higher education?
  • Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
  • Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
  • ...7 more annotations...
  • benefit from changes in daily routines
  • hese adaptations include: (a) the use of dramatic role-playing activities (including the videotaping of such activities), (b) the incorporation of videos and music into traditional lessons, (c) the inclusion of outside speakers with real-world experiences, and (d) the opportunity for students to facilitate conversations and activities in the classrooms
  • Third, educators need to be aware that students with high sensation needs may also experience problems with behavior in the classroom. These students are more likely to get out of their seats, to talk to their neighbors, and to seek attention from the teacher. Thus targeting students with high needs for sensation early on and setting up classroom contexts to provide for these students' needs may alleviate some potential behavioral problems in the classroom.
  • Sensation-seeking is characterized by researchers as a basic human need and as a component of human personality. The need for sensation runs along a continuum, wherein some individuals have a high need for sensation, whereas others have a low need for sensation.
  • The concept of sensation-seeking primarily has been studied in the domains of clinical psychology, personality psychology, health psychology, and communications. From an evolutionary perspective, attention to novel stimuli in the environment was necessary for human survival
  • Individuals who have high sensation needs typically engage in certain predictable behaviors. Most notably, the research indicates that individuals who exhibit a high need for sensation often are more likely to engage in risky or dangerous behaviors, such as abusing substances and having unprotected sexual intercours
  • Research indicates that sensation-seeking rises markedly during early adolescence (Donohew et al., 1994). For many adolescents, this increase coincides with the transition from elementary school into middle school. Thus although students with high needs for sensation are present in elementary, middle, and high schools, these students may be particularly prevalent in middle school settings.
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Span001_DiscussionCriteria.pdf (application/pdf Object) - 0 views

sip.la.psu.edu/...Span001_DiscussionCriteria.pdf sample rubric
shared by diane hamilton on 21 Jun 12 - No Cached
  • diane hamilton on 21 Jun 12
     
    sample rubrics for discussion
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Online Social Interchange, Discord, and Knowledge Construction.pdf (application/pdf Obj... - 0 views

auspace.athabascau.ca/...20Knowledge%20Construction.pdf discussion
shared by b malczyk on 21 Jun 12 - No Cached
  • Catherine Strattner on 21 Jun 12
     
    Offers definitions for social and critical constructivism.
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AssessingOnlineLearning-OC.pdf (application/pdf Object) - 0 views

www.facultyfocus.com/...AssessingOnlineLearning-OC.pdf assessing online learning
shared by Catherine Strattner on 23 Jun 12 - No Cached
  • Catherine Strattner on 23 Jun 12
     
    I find this to be a very helpful resource in choosing how to assess online learning.
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InstructorRole.pdf (application/pdf Object) - 0 views

www.wvu.edu/...InstructorRole.pdf online education distance time management communications design learning teaching technology
shared by Gary Bedenharn on 24 Jun 12 - No Cached
  • Gary Bedenharn on 24 Jun 12
     
    Clarifying the Instructor's Role in Online Distance Learning. Suggestions on decreasing teacher time for online classes.
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61foley.pdf (application/pdf Object) - 0 views

www.tc.columbia.edu/...61foley.pdf disability web accomadations online distance mod 2 learning teaching technology
shared by Gary Bedenharn on 24 Jun 12 - No Cached
  • Gary Bedenharn on 24 Jun 12
     
    Distance, Disability and the Commodification of Education: Web accessibility and the construction of knowledge. Research on different aspects of web accessibility for students with disability.
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Ben_Online.pdf (application/pdf Object) - 0 views

blackboardsupport.calpoly.edu/...Ben_Online.pdf education teaching interaction social online
shared by Lauren D on 25 Jun 12 - No Cached
  • Lauren D on 25 Jun 12
     
    Students share perspectives Online forums, provide public areas to post information. Each student can view another student's answers and learn through the exposure to different perspectives. This benefits students because they can combine new opinions with their own, and develop a solid foundation for learning. Research supports that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning, " (Alexander, 1997). Students experience a sense of equality-Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students.
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Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 1 views

michaelhaenlein.com/...0of%20the%20world,%20unite.pdf social media Web2.0
shared by Irene Watts-Politza on 25 Jun 12 - No Cached
  • Irene Watts-Politza on 25 Jun 12
     
    A TREASURE TROVE of foundational knowledge for those new to Web 2.0 tools. Social media origins and explication.
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http://ejournals.ebsco.com/Direct.asp?AccessToken=5W69W4JTRQPPQS9R4RPBWFUR9U69T66FU4&Sh... - 0 views

ejournals.ebsco.com/Direct.asp problem problem solving teaching learning
shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Catherine Strattner on 29 Jun 12
     
    Abstract: Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. This paper distinguishes between well-structured problems and ill-structured problems. Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best. For both types of problems, this paper presents models for how learners solve them and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.
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GeneratingQuestions.pdf (application/pdf Object) - 0 views

www.roanestate.edu/...GeneratingQuestions.pdf module teaching critical thinking questions
shared by Anne Gomes on 30 Jun 12 - No Cached
  • diane hamilton on 30 Jun 12
     
    this brief piece focuses on teaching young children how to ask their own good questions using how and why, about authentic concerns, with flexibility. it discusses the need for teacher to model the process via think-aloud and to provide practice and feedback.
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