In order to change to a learner-controlled instructional system and to
maximize interaction, I had to change my role from that of a teacher at the
front of the classroom and the center of the process to that of facilitator who
is one with the participants and whose primary role is to guide and support the
learning process.
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Facilitating Interaction in Computer Mediated Online Courses - 0 views
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The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
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Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
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control
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From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers
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Students become complex problem-solvers rather than just memorizers of facts
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Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
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Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
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Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
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From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
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From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
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From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
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More emphasis on sensitivity to student learning styles Discussion of students’ own work in the classroom
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Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacher’s expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded
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Sensation-Seeking | Education.com - 0 views
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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.
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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.
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benefit from changes in daily routines
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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
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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.
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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.
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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
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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
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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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Constructivist Learning Theory - 0 views
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Lecture = 5% Reading = 10% Audiovisual = 20% Demonstration = 30% Discussion Group = 50% Practice by doing = 75% Teach others / immediate use of learning = 90% It should also be recognized that a person's prior knowledg
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Before we answer this question, ask yourself, "How do I learn best?" For example, do you learn better when someone tells you exactly how to do something, or do you learn better by doing it yourself? Many people are right in the middle of those two scenarios.
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This has led many educators to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them
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This belief is explained by the Constructivist Learning Theory.
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This theory states that learning is an active process of creating meaning from different experiences. In other words, students will learn best by by trying to make sense of something on their own with the teacher as a guide to help them along the way.
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(direct instruction, collaborative learning, inquiry learning, etc.),
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Flipping Bloom's Taxonomy | Powerful Learning Practice - 0 views
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I think the revised Bloom’s Taxonomy is wrong.
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In media studies we often look at the creation of print and digital advertisements. Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text book reading, and then eventually create their own.
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The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views
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misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
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Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
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cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
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When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
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this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
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), and educational opportunities.25Online Teaching Skills.
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Instructors' abilities to teach online are critical to the quality of online education.
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As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
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Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
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What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
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The Flipped Classroom Model: A Full Picture « User Generated Education - 0 views
usergeneratededucation.wordpress.com/...classroom-model-a-full-picture
flippedclassroom online teacher
shared by Erin Fontaine on 24 Jul 12
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Classrooms become laboratories or studios, and yet content delivery is preserved.
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the benefits of video in the classroom:
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idea exchange
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regardless of locations
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allowing them to learn from the best sources
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allowing them to progress at their own pace.
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Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences.
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ability to review parts that are misunderstood,
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A major roadblock or barrier to the implementation of this model is that many educators do not know what to do within the classroom
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They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning).
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Students become interested in the topic because of the experience
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It is the teacher’s responsibility to structure and organize a series of experiences which positively influence each individual’s potential future experiences
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content-based presentations are controlled by the learner as opposed to the lecturer as would be the case in a live, synchronous, didactic-driven environment.
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Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views
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Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
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It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
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The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
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Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
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After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
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I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
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I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
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Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
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Moreover, the students essentially ran the group.
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These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
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This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
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Virtual and Artificial, but 58,000 Want Course - NYTimes.com - 0 views
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Stanford University on artificial intelligence, to be taught this fall by two leading experts from Silicon Valley, has attracted more than 58,000 students around the globe — a class nearly four times the size of Stanford’s entire student body.
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For example, the Khan Academy, which focuses on high school and middle school, intentionally turns the relationship of the classroom and homework upside down. Students watch lectures at home, then work on problem sets in class, where the teacher can assist them one on one.
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Dr. Widom said that having Stanford courses freely available could both assist and compete with other colleges and universities.
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Faculty Orientation & Resources: Online: Preparing an Online Course - 0 views
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When preparing an online course, instructors should not simply transfer lecture materials to an online format. Instead, content and activities should be thoughtfully created with a learner-centered focus. This portion of the Faculty Orientation website provides templates for your course syllabus, course content, activities and assessments.
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NOOK Study Features, Digital Textbooks, eTextbook Application - Barnes & Noble - 0 views
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Add notes directly in your book; see a consolidated list of all your notes with just one click. Save helpful reference sites directly in your notes.
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Color-code your highlights for different concepts. Mark up questions to ask your professor. Underline key terms and definitions
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Add content such as course handouts, lecture notes and your course syllabi directly into NOOK Study. Organize
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all of your course materials and eTextbooks in one central location.
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Print & Copy NOOK Study lets you print critical pages you need for quick reference. Copy paragraphs
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or pages from your eBook to your paper in a few simple clicks
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InstructionalDesign - 0 views
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The primary goal is information acquisition
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Examples are traditional classroom lectures, reading assignments, and watching educational television.
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high degree of instructional support, feedback and reinforcement — with limited learner control
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typically characterized by problem-solving and scaffolded guidance that supports learning from an inductive, case-based and example approach.
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characterized by the highest degree of learner control, initiative, and self-direction
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Synchronous vs. Asynchronous Classes : Guide to Online Education - eLearners.com - 0 views
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require students and instructors to be online at the same time.
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specific hour. All students must be online at that specific hour in order to participate.
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Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time
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benefits and drawbacks to both desig
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like synchronous courses because they need to feel involved, in real-time, with the class experience. It’s rewarding to ask a question or offer a comment, and to receive instant feedbac
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Most online courses operate asynchronously. But if you like the synchronous format, you can look for a program that offers more traditional class meeting times
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courses incorporate elements from both formats.
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radio/podcasts
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Virtual worlds
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Benefits of Online Learning | Education Guidance | WorldWideLearn.com - 0 views
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2. Online learning enables student-centered teaching approaches
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Course material is accessible 24 hours a day 7 days a week. Students have the ability to read and re read lectures, discussions, explanations and comments. Often spoken material in the classroom passes students by due to a number of distractions, missed classes, tiredness or boredom.
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Over 75% of colleges and universities in the U.S. offer online degree programs, with online degrees as respected as "on the ground" degrees. (Lewis)
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Liberal-Arts Colleges Venture Into Unlikely Territory: Online Courses - 0 views
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“It’s going to raise some eyebrows,
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blending liberal-arts teaching with online learning.
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explore how online courseware could fit into the close-knit liberal-arts experience
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to improve course-completion rates.
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“You have created a way to teach students without faculty,” a professor in a workshop session sa
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“No,”
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“We are creating a way for you to spend time in class teaching different things, freed from the burden of teaching basic skills.” The software gives individualized instruction in 12 subjects, using sophisticated tracking of skill development and offering instant feedback and help based on the student’s mastery of concepts. The idea is to use this to teach basic statistics, say, instead of using a professor’s lectures—and time—on the fundamentals.
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“We want professors in these courses, which are first- and second-year classes, talking about more sophisticated ideas with the students,”
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Research published on the Carnegie Mellon course modules indicates that they are effective. At a large public university, 99 percent of students taking the program’s formal-logic course online completed it, compared with 41 percent of students in the traditional course. At Carnegie Mellon, students who took an accelerated-statistics course in hybrid form completed it in eight weeks, and learned as much material, and performed as well on tests, as did students taking a traditional 15-week course
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Linear Functions Lab - 0 views
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This is a lab activity that I can use in my course to introduce students to linear functions. At this time, I am contemplating whether to use it as an in-class activity or having it that the place of a video for a lecture and become a lesson that is discovery for students to use on their own.
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This is the concern for using it as an online lesson. This requires the use of Java and it could be an app that students do not have on their computer at home as I had complications with it at first.
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Start Lab Using Frames]
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(You may also want to try doing the same thing with your graphing calculator if you have one, or with any other computer algebra system that you might have available on your computer.)
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Pink Highlighter - Students would not have a graphing calculator and I would not want them using one online.
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did you know you can attach a sticky to a highlighted section? just mouse over highlighted text and add a sticky note. -
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The Myth of Learning Styles - 0 views
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. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
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First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
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Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
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Third, students differ in their background knowledge, and that difference influences their learning
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Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not
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The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimension
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just as our social selves have personalities, so do our memories.
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Finally, some students have specific learning disabilities, and these affect their learning in specific ways.
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The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found.
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While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist
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Teachers should take into account the differences in learners' abilities. And adjusting a lesson not just to be appropriately pitched at the students' level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning.
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if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching:
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(can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?)
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Third, learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance serves as an unfortunately compelling reason to believe it
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econd, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.
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. We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to i
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Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class
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Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students are made accountable for their own education and are able to reflect on what they are learning. -
Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
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This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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Bodes well for gobalization of education, especially when supported by language conversion apps.
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Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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I wonder what the limit on class size is for an online course to feel "intimate."
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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How do we make the jump and empower students to actually take on the role as a teacher?
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explain, share, comment upon, critique
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explain, share, comment upon, critique
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unresearched responses in the limited time
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unresearched responses
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I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
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There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
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can refer to their course materials and think through their answers
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I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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On average, online courses are far more writing-intensive than traditional classes have ever been.
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he first response that comes to mind rather than the best possible response
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and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
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as a result of the relative anonymity
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It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
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online education can be done well,
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It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
An Ethical Island | How to Teach Without a Lecture and other fun - 1 views