digital badges have become an important way
to demonstrate a shared understanding of
accomplished outcomes.
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There's a Badge For That | Tech Learning - 0 views
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3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?
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teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.
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Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views
www.anitacrawley.net/...GarrisonAndersonArcher2000.pdf
Community of Inquiry higher education teaching presence social presence cognitive presence
shared by Alicia Fernandez on 11 Jun 14
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The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction-cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes
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Interaction and cognitive engagement: An analysis of four asynchronous online discussions - 0 views
download.springer.com/...1007%252Fs11251-006-0004-0.pdf
asynchronous discussion online discussion cognitive engagement computer-mediated communication discussion forum
shared by Alicia Fernandez on 23 Jun 14
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Article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.
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The Use of Alternative Social Networking Sites in Higher Educational Settings: A Case S... - 0 views
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My thoughts are free - 3 views
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There are just too many posts.
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if the “essence” of the student can never be felt through a computer?
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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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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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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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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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Interaction in Online Courses: More is NOT Always Better - 2 views
www.westga.edu/...Grandzol_Grandzol132.html
interaction courses education learning teaching online technology
shared by Danielle Melia on 18 Jun 10
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Very interesting hypothesis and findings. Makes you think. Left readers dangling - did not follow up with reasons why more interaction is not always better. A qualitative investigation after the quantitative findings would have provided some insights. Good literature review, but all in favor of interaction! More studies needed to lend support to the findings. A meta-analysis would be valuable.
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Differentiated Instruction in Online Environments - 0 views
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TLTblueworking - 1 views
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where onscreen reading can be very tedious and recorded lecture hogs bandwidth without necessarily adding any value
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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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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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It feels real.
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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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, 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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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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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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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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Habits_of_Mind_Curriculum_VT_WDP.pdf (application/pdf Object) - 1 views
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Extensive Reading vs Skills Building in an EFL Context - 0 views
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Excerpt: Reading has been taught by the translation procedure in EFL situations such as Japan. But today there is a trend towards the use of ESL-type "skills building" text books and procedures and, to a much lesser extent, towards extensive reading. There is a considerable difference between these two procedures, not only for teachers and learners. but aiso for the allocation of institutional resources. Despite this. there is little useful research comparing them. This paper examines previous research on extensive reading. and then describes an experiment comparing the improvement of reading comprehension by Japanese college freshmen taught by either a skills-based or extensive reading procedure. The results suggest that extensive reading may be at least as effective as skills-building. with the important advantage that it is more interesting: for the learners.
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Folksonomies: Tidying up Tags? - 0 views
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Methods for improving tags
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To succeed, attempting to improve tag literacy (or tag etiquette) in the folksonomy world involves two processes. Firstly, the community needs to be ready to set rules and agree upon a set of standards for tags. Secondly, users need to be made aware of and agree to follow these rules. At the moment, although there are no standard guidelines on good tag selection practices, those in the folksonomy community have offered many ideas. Ways in which tags may be improved are presented frequently on blogs and folksonomy discussion sites. In his article on tag literacy, Ulises Ali Mejias suggests a number of tag selection "best practices" [14]. These include: using plurals rather than singulars using lower case, grouping words using an underscore, following tag conventions started by others and adding synonyms.
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Authentic On-line Learning - 3 views
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I suppose one of the assumptions that I have about my own on-line course is that if a certain percentage of my students are of the Generation Y population, they may very well know more about the technology than I do.
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20 to 22
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so I guess that will most likely be my audience.
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While I think the technology has to be embedded in instruction whenever possible, it can’t be left to teachers alone to solve this problem.
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I feel teachers need much more support from administrators as well as the Education Department. I know that SED is currently addressing the problem of making technology accessible in our classrooms, but even as they are planning it, the technology is increasing exponentially. It's going to take major educational reform -- Our new commissioner has been personally involved with the Technology task force.
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This is my struggle too. I am spending this weekend stopping in. I do like the post titles, it helps me to priortize what I want to read.
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I think a lot of my difficulty is that my only comparison for online learning are the 2 courses I've taken prior to this. One was okay, the other not so good. So, I'm only realizing now that the online environment and experience can be a lot more robust that I had thought.
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I had to question what the objectives were first, and then create an assessment that tied into the objectives.
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This is probably one area that still scares me. I think I'm going to have to come up with a rubric for the forum in my course, and I don't have any experience creating a rubric. I've Googled it and there are many rubrics out there, but I don't know if I can just "borrow" a rubric and tweak it or is this plagarism?
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what I need to do is think of these posts as mini research papers.
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exactly!!! i actually say "Every post you make in this course is an exam. " in the interaction course info document for the course!! : )
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Now that I realize this, I'm finding the workload a little easier. I had to adjust my schedule. I'm used to doing most of my online work on weekends, but that's not enough for this course, so I made changes. Now I come home from work and put aside about 2 hours each night specificallly for addressing posts.
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I don’t feel like I can get to it all.
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I’m doing my best.
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I decided to give it a try.
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1) Will it help you present content in a more effective or engaging manner, 2) will it facilitate collaboration or interaction between students in an more effective manner, and 3) will it help provide feedback or help assess students more effectively. I feel the blog will get students interacting in a more casual setting regarding the stories, and the Wiki will definitely facilitate collaboration.
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Your assessment of the first 4 weeks is so correct, (in my opinion). I am into the end of the 4th week in an online course I am teaching now and my students are finally soaring, It is soooooo exciting for me to see the growth. The only problem is that my class is only 6 weeks summer....The course I am planning is a 4 week winter term course, so now how to I get my students to soar within one week? My dilemma.
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Wow, 4 weeks is not very long. What kind of class will you be teaching in the winter session? I'm not sure you can push the timeframe of when they begin to soar...that happens when it happens. I guess if you can somehow get them interacting with each other right away, that might help promote discussions that lead to those 'aha' moments.a little quicker.
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I decided not to do winter term...I will no less than 8 week courses...which as an adjunct is a $$$ decision that will hurt. However, I do not believe that 16 courses squeezed into 4 weeks is ethical.
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My Avatar
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off. Luckily, the course unfolded slowly and in a very specific order, and I had time to reflect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete
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flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
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flect, prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a good time, because I’ll be taking my last course in September in order to finish up my degr
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prepare, and digest the information coming at me. I’ve learned that I can take on a rather monumental assignment and with a lot of hard work and perseverance, I can complete it. This was a BIG deal for me and it’s given me a sense of empowerment. It’s also come at a g
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Never in a million years did I ever think that I would go on to graduate school, but here I am on the cusp of that achievement. I am the first out of 6 siblings to earn a master’s degree.
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I didn’t realize that I was in charge of my own learning.
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any kind of learning... online or f2f is ONLY student-centered if that is how it is designed and if that is how the instructor facilitates it... now that you know that you are in charge of your own learning, i need your help : ) You can help me change the world by sharing that insight with anyone you have the opportunity to teach in the future. I have very high expectations of you Donna!!! : )
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I came to realize that I didn’t have to give them all my knowledge — that in fact, I had to let them learn some of these things on their own.
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I think it’s a situation where I don’t know what I need until somebody tells me that I need it. I’m certainly open to suggestions, but at this point I feel like I’ve done what I was supposed to do; however, I realize that this is VERY new to me and that I have probably made some mistakes that will be pointed out to me. That’s fine, and as I said, I welcome comments and suggestions.
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A Constructionist Approach to Online college Learning - 0 views
xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/?genre=article&issn=10967516&title=Internet+%26+Higher+Education&volume=7&issue=2&date=20040601&atitle=A+constructivist+approach+to+online+college+learning.&spage=79&pages=79-93&sid=EBSCO:A
on-line education educational theory constructionist assessment
shared by Donna Angley on 12 Jun 11
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The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
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The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views
www.contentmasteryguide.com/...to-tell-people-what-to-do.html
technical writing instructions teaching Online module 2
shared by Diane Gusa on 16 Jun 11
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A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an accountability partner.
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