Online instructors need to be “seen” in order to be perceived by their students
as present in the course just as do face-to-face course instructors.
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JOLT - Journal of Online Learning and Teaching, Vol. 2, No. 4: Mandernach - 0 views
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online instructors must actively participate in the course to avoid the perception of being invisible or absent (Picciano, 2002).
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Learning Reflections - Just another Edublogs.org site - 0 views
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I think I’ll hang around another week.
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talking with the professor and maximizing perception of student to access instructor are small things I can do to enhance the course and student satisfaction.
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I honestly have to say that this is an ongoing process because I learn something new every day that cause me to reevaluate things.
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I have also learned to be Open about to suggestions and change. Why? Because I know that learning is a lifelong process. Continuous learning and education has long since been a part of the social work field.
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doing it
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intent
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Thinking back on my experiences, I can say that I developed a support system and friendships through working with classmates in online classes, but before this class, I never realized that may have been the
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How do I know this? Because I just told you that I did. AND I did it verbatim from memory—that’s how I know. How else do I know that I learned this?
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I have been changed in many ways, particularly in how I think, how I will teach, how and what I will study in the future. I was a proponent of online learning before I took this course, I am a greater fan now that I understand the flip side of the equation. I love the course I built and want to keep working on it and improve on it so when I am ready (in the near future) I can teach it. I still do not think that I am quite ready to teach—there are a few things I need to work on. However, I am confident that I will be ready relatively soon. I feel confident and empowered!!!
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shared by Joan McCabe on 16 Jun 12
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Social Networking - Create Online Identity - 0 views
socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity
social networking netiquette online identity
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Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.
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3. Etiquette - Using Your Online Manners!
Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.
Consider the following etiquette tips when using social networking sites:
- Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
- Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
- Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
- Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
- Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
- Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
- Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
- Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
- Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
- Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.
Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.
Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
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A Vision of Students Today - Some Additional Thoughts from Michael Wesch - Open Education - 1 views
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What is the relevance of comparing reading books with reading e-mails and Facebook profiles?”
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I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought
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the classroom environment. It speaks directly to those who propose the move from a ’sage on the stage’ teacher style to that of ‘guide on the side
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Scanning the room my assistants also saw students cruising Facebook, instant messaging, and texting their friends. The students were undoubtedly engaged, just not with me. “My teaching assistants consoled me by noting that students have learned that they can ‘get by’ without paying attention in their classes.”
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Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning
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Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ’subjects,’ ‘disciplines,’ and ‘courses.’ McLuhan’s statement about the bewildered child ….. still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called ‘the real world’ which is foreign and set apart from our schools
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Teacher as Facilitator - 1 views
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Develop student learning opportunities. This takes into account the course documents, the teacher's personal theories of teaching and learning, the student’s interest, their preferred learning styles and their understanding and skills. It is in this area that the teacher as facilitator is able to provide opportunities for student learning that will take hold of the students' interests and thus motivate them to engage in the learning opportunity. Harrison (1998a & b) has presented the S.P.A.C.E. model for creating optimal learning conditions. The conditions for optimal learning include the following: Self-affimation – the learner’s view themselves as effective learners and the teachers provide them with feedback to that effect; Personal meaning – the learners are able to find personal meaning in the learning. That is, the learning is relevant to them; Active learning - the learners are active in the learning, whether that activity is physically doing something (as for concrete learners) or intellectually doing something (as for abstract reflective learners). Collaborative – the learners are able to collaborate with others in the learning process and not to view learning as an isolating experience; Empowering – the learners are able to shape the learning process, to have control over what is learnt and the direction of the learning.
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The role of the teacher is diverse and has several orientations. One important aspect is that of facilitator of student learning. The facilitator attempts to provide circumstances that will enable students to engage with the learning opportunities and construct for themselves their understandings and skills. This role will interact with those of teacher as learner, colleague and community partner.
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A student’s beliefs about the nature of teaching and learning will interact with a teacher’s beliefs. The teacher therefore needs to understand what students expect and are willing to do as well as what they themselves expect of the students.
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I like this statement. I've never thought of the importance of a dialogue between student's and teacher's idea of teaching and learning.
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so, shoubang... how can an instructor understand what students expect? How will you understand what your students expect? What do you expect of your students and more importantly how will they know what you expect? What mechanisms have i used in this course to achieve both of these ends?
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One mechanism you use, I think, to achieve this is to have all discussion and activity forums be completely open to all in the class. Thus the optimal learning conditions are created by creating open pathways for each person to see ways to deepen their thinking and get more from the course material.
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It is explicit in the expectations and get the most documents of the course what you expect from your students, and how they can succeed, that is important. But how the teacher know what the students expect I think it is more difficult, maybe asking them explicitly, and provide spaces for them to talk between them, to make comments and suggestions.
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IIER 20(2): Khine and Hayes - Investigating women's ways of knowing: An exploratory stu... - 0 views
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Personal epistemological beliefs, one's beliefs about the nature and acquisition of knowledge, and their role in the learning process have become a focus of a growing body research in recent years. Studies show that a person's epistemological beliefs play an important role in their intellectual development as well as in learning specific subjects (Hofer, 2008)
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Research in personal epistemology looks into ways of knowing, focusing on the nature of knowledge (certainty, structure and source of knowledge) and beliefs about learning (speed and ability to learn). The exploration of different learning or cognitive styles and in particular the relationship between gender and epistemological beliefs in tertiary education contexts is an area of much current research focus.
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Their subjects described five ways of knowing - received knowledge, subjective knowledge, constructed knowledge, procedural knowledge, all similar to those of Perry, and silence. From their data Belenky et al. distilled these five epistemological positions down to focus on two: preprocedural and procedural knowing, which corresponded to 'relativism' in Perry's scheme. In 1986 this work culminated in the publication of "Women's ways of knowing: The development of self, voice and mind".
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Importantly, they saw that CK and SK scores were not related to performance and thus concluded that 'ways of knowing' were more reflective of a learning style or approach rather than a reflection of ability or intellectual capacity (Gallotti et al., 1999)
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Baxter Magolda (1992) describes ways of knowing as being "related to, but not dictated by gender" (p.8)
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Students' separate knowing and connected knowing scores, however, did predict preferences for different kinds of teaching.
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Separate knowing scores were always higher in males whereas females had always higher connected knowing scores. The connected and separate knowing scores of males were not significantly different, whereas females typically showed significantly higher connected scores.
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, learning occurs in different ways for different people in different situations, and may be affected by the learning styles of others who are present. According to Gallotti et al. (1999), students tend to prefer teachers whose style reflects their own. Schommer-Aikens and Easter (2006) find it likely that teachers' personal epistemological paradigms would impact on their decisions about forms of instruction, curriculum and evaluation. Should this be the case, an awareness on the part of the teacher and the learners of the predominant or favoured ways of knowing within a learning context might be seen as a useful tool in designing classroom activities which take into account student diversity.
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Information maps - 0 views
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In doing a little research, I came across a book by Terry Anderson called, "Theory and Practice in Online Learning." He has some suggestions for giving students an outline, or what he calls an information map, at the beginning of a lesson or module. He talks about the importance of how content is presented initially, and how that affects memory.
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Establishing & Teaching Classroom Rules - 3_Classroom_Expectations.pdf - 0 views
Felder & Henriques. Teaching styles in foreign and second language education. - 0 views
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Open Education & Badges (part 1) - YouTube - 0 views
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xplains the emerging role of badging within open education systems. Category: Education Tags: education open education badges K12 License: Standard YouTube License
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Learning styles research - 0 views
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The authors concluded that local health education students enrolled in an online class are likely to have different learning styles than equivalent on-campus students. Online students were more independent, and on-campus students more dependent, in their styles as learners. The on-campus students seemed to match the profile of traditional students who are willing to work in class provided they can obtain rewards for working with others, and for meeting teacher expectations. Online students appeared to be driven more by intrinsic motives and clearly not by the reward structure of the class.
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INTIME - Integrating New Technologies into the Methods of Education - 2 views
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INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
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I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
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elearn Magazine: Transition from Tradition: 9 Tips for successfully moving your face-to... - 1 views
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erms of what would fit on a phone screen for students to read while they're waiting in line for a latte.
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Short virtual lectures of 10 minutes or less used to orient students to the course, to introduce a module, or to demonstrate how to solve a particular style of problem are efficient teaching tools that students can access again and again.
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As the first activity in your course, create a short orientation video using one of the programs mentioned above to show them how and where to find materials, calendars, quizzes, assignments, discussion boards, e-mail, announcements, drop boxes, etc.
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Create a mandatory orientation module that has your syllabus, orientation video, and short exercises that let them practice turning in assignments, similar to what they'll see later down the road
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Reflections on Online Teaching - Diane Hamilton - 3 views
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maybe even a little less nervous.
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The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
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Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
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I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
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(even caused me to consider dropping
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conversational tone she is requesting we use.
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hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
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Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
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I keep trying to understand why it’s been repeated
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the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
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Maybe that’s the point. Maybe I don’t need to know everything well, just the things I need in the moment.
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I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings. There is a QUEST in every QUESTion!
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It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
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This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do.
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Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
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Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
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My Online Teaching Journey | ETAP 640 - 1 views
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I learned that the more you understand and grow the more you can offer your students.
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I found it is the revisions and creation of the product that you learn, you learn in the doing… the applying and the creating.
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I learned that you need to have a solid foundation to start by assessing skill levels and giving students the fundamentals is an essential process. You need to break learning up into manageable part but embed learning exercises to enhance knowledge. You have to know your audience and be aware of your assumptions. When designing a course you need to use best practices to enhance your course design. You will put a lot of time and effort in the design process… as a result expect a little blood sweat and tears (there is no guarantee you will look the same at the end :). It is important to remember a students way of learning evolves, that means your teaching style will have to evolve too. Don’t be afraid to try new things…the more you learn the more you can offer your students. Learn to be a self-reflective, dig deep into yourself but more importantly I learned there is a great thing to be gained in the perspective of others, value that and seek that out. This course is more than a process it is a journey!
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Scholarly Communications @ Duke » Transformation and teaching - 0 views
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"ransformative uses are, broadly speaking, uses of copyrighted works which create something new that has a different purpose than the original work involved. Transformative works are often identified as those which do not create any kind of market competition with the original work. Thus a parody of a 1950's classic song by a 1980's rap group is a transformative use of the original, and an historical work about the Grateful Dead makes a transformative use of original concert posters for Dead concerts when it uses them to illustrate a time line. "
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"transformative"? The line is so blurry there. Just how much musical material do you have to use from another recording before it is "ripping off"? Otherwise, one of my project options for my final project is for a student to create a concert poster in the style of 1960s Fillmore/Winterland posters that illustrate a concept map of what the student has learned.
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What Online Students Want to Tell Faculty - 0 views
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Designing your course to promote quality interaction between faculty and students and among students is essential. Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
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Be patient and available. Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
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Put yourself into the class. “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.” “She gave us constant feedback and encouragement.”
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Think about your role in the discussion. Students want you to be present.
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Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
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Your presence in the class is important. These courses should not be seen by the student as “self-taught.”
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Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views
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Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
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The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
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Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
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he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
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While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
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As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
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Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
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Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
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students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.