Inspired by a question put to him on the island of Papua New Guinea more than
thirty years ago, Diamond embarks on a world-wide quest to understand the roots
of global inequality.
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Guns Germs & Steel: The Show. Overview | PBS - 0 views
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These are some of the main questions Diamond answers in his book, Guns, Germs, and Steel. He theorizes that due to the east-west axis of Asia/ Europe (which would include its favorable climate, terrain, and ease of sharing and borrowing technology), the availability of domesticable plants and animals, to name a few, this area had all the right ingredients to be successful, as opposed to the Americas/Africa. The latter had few domesticable animals, a north-south axis, and a difficult terrain for "sharing", to name a few. We will all need to dive further into his book and these sites to uncover all of the necessities that helped some succeed over others.
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This is just a page from the other PBS bookmark - I've just highlighted text on this page and added a sticky note so you don't need to peruse the site to find it.
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i see your bookmarks in diigo, nicely done! now incorporate the things you bookmarked into a post with links directly to the source urls, not to diigo. (Think of diigo as our shared library where we keep/organize all our links, tagged so we can find them later easily if we want.) in your post link to the source url, on which will be your diigo comments, highlights, and stickies making your post 100% richer. (view all bookmarks and then you can see the list of bookmark tags. Also, what do you thing of tagging things with "module 1" and so on so you can isolate all the resources you bookmark in the course by course module? Think about what will make the tool useful to you today and tomorrow, and what will make it useful to the rest of us in the course. I am very interested in exploring the potential of this tool with your help and in having you tests its features and functionality and push the limits as we kick its tires.
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Developing Practice using feedback - 0 views
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Discusses various forms of feedback used in evaluation - specifically in music education. The different forms are useful in any discipline though. -
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CDS - 0 views
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this is the corporate web site for where I work. Alex is an artist and I have piece of his pottery in my garden. He is an absolute hoot and has a fabulous sense of humor, which he demonstrates non-verbally. I work with him in the group: Handicapables. Kevin is a soft spoken gentleman who I enjoyed working with as his employment counselor. Duffy is a trickster and works very hard also. these are just some of the wonderful people we serve. -
hi jane, very nice job here in diigo so far. can't remember if i already commented on your bookmarks. But they look great. The only thing missing are the tags. Need them to categorize and organize the things you bookmark. You can add them to these reaources by editing your bookmark. Often diigo will give you some prompts or ideas on what/how to tag the resource. : ) me
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Digitally Speaking / Voicethread - 0 views
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drive to connect
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Matching this motivation and fluency with required elements of the curriculum
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group audio blog,
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Asynchronous:
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discussion boards are nothing more than written text. Voicethread gives users something interesting to talk about---pictures! What's more, being able to actually hear one another makes digital communication through Voicethread much more personal.
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Possible topics include:
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Has American lived up to the ideals established in the Declaration of Independence?
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collecting a series of images
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script out short opening comments for each image that include a question for viewers to consider.
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promote conversation
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not to lecture through pictures.
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students are crafting identities
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informal social learning
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working through personal values
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shared by Donna Angley on 28 May 09
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A Constructivist Approach to Teaching - 1 views
www.vccaedu.org/...i-12-Carwile.html
social constructivism constructivist constructionist learning environment
shared by Donna Angley on 28 May 09
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Presenting instructional content online requires faculty to consider course objectives and the learning outcomes that are produced. How those outcomes are achieved and by how many students are important concerns of higher education institutions and their faculty members
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Constructivism, on the other hand, is founded on the notion that “the only important reality is in the learner’s mind, and the goal of learning is to construct in the learner’s mind its own, unique conception of events”
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learner is not a passive recipient but rather the center of instruction
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constructivists believe in independent exploration by students that will lead to a deeper understanding of the content
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cooperative/collaborative approach
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socio-cultural model
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cooperative or collaborative model of learning argues that learning occurs as an individual interacts with other individuals
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socio-cultural model of learning argues that learning best occurs when the learning event is meaningful, more deeply or elaborately processed, situated in context, and rooted in the learner’s cultural background and personal knowledge
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one goal is to create a meaningful environment that includes communication and collaboration
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New technologies allow for construction of knowledge through what is actually deeper reflection by the learner
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Through groups and other learning interactions with their online peers, students acquire deeper understanding because of the “opportunities for exposure to multiple perspectives and interpretations
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Learning involves active cognitive processing
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Learning is adaptive
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Learning is subjective, not objective
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Learning involves both social/cultural and individual processes
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socializing function by fostering a friendly environment
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Organizing involves setting the objectives, procedural rules, and timetables
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intellectual role, guide the students’ journey to understanding. This is accomplished by probing and questioning students about their responses, by summarizing main themes, and by linking these to assignments such as readings, written responses, and independent and group projects.
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discussion board posts serve as learning artifacts as well as springboards for more learning and the development of community
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social negotiation and mediation
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authentic and real-world environments
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Teachers serve primarily as guides and facilitators
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prompting students to develop their own inquiry questions
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allowing students to express their knowledge through multiple avenues
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encouraging group projects and collaborative learning
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If, on the other hand, we believe that learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding
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use of discussion boards
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provide forums that require students to research an area of interest and report back to the class in the forum
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incorporates collaborative elements
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instructor should build in as many collaborative opportunities for group work
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The author contends that using a learning-centered, or constructivist, approach in online courses is critical to student success.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views
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Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
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ar more writing-intensive than traditional classes
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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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relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
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teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
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Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
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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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teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
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On-demand interaction and support services
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new technology, like Eluminate, allows teachers to conduct office hours in a virtual environment. Participants can talk to each other, share desktop, share the same browsing experience, chat, draw charts. Fantastic.
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voicethread - learn how - 0 views
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Transforming media into collaborative spaces with video, voice, and text commenting.
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shared by Diane Gusa on 12 Jun 09
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The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views
technologysource.org/...inciples_of_effective_teaching
e-learning seven-principles assessment teaching module 5 assignment
shared by Diane Gusa on 12 Jun 09
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Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
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Set clear deadlines for work to create comfortable online learning environments. Helps students keep themselves on task and enhances learning.
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I considered doing this, but was not sure...I noticed Alex did this when she would say "read Ian's post" or EXCELLENT! aand I wanted to check out what was said even more.
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Allowing students to choose project topics incorporates diverse views into online courses.
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Communicating high expectations for student performance is essential.
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give challenging assignments.
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communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are good.
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publicly praising exemplary work communicates high expectations. Instructors do this by calling attention to insightful or well-presented student postings.
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Developing aural and listening skill - 0 views
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Students will be able to play more musically, comment perceptively on performances, play or sing in tune, memorize music and sight read more fluently.
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adding music critique sessions in the performance class works to establish a more improved "ear" for music listening and awareness during performance.
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Can YouTube enhance student nurse learning? - 0 views
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is
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Constraints
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Constraint
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students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
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Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
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Today's students are experienced in digital interaction from an increasingly early age
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The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
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already being used as both an informal and formal learning tool by many
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it can be accessed anywhere at any time.
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students can engage with their learning at a time and place to suit them.
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YouTube as a tool in the classroom can lead to increased engagement in several key ways.
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keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
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visual methods of delivery is an established method of keeping material ‘memorable’
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Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
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ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
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YouTube opens the door to find alternative representations of anything you might want to say
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Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
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Therefore the role of the lecturer is to stimulate discussion
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They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
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Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
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YouTube is a resource of user-generated content with no quality regulation
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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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it's 20-24 yrs old- that is 38% Fifty-one percent are over 25 yrs old.
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so I guess that will most likely be my audience.
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You're right; I don't really know who my audience will be. I also assume that the Generation Y population have the technology down pat; that's not necessary true.
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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 a wonderful analogy, which I plan on using in my instructions for discussions!
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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 work to 2AM every morning to keep up...as I teach an online course and take care of a 18 month old. However, I am enjoying the late night flow as I work! I have enjoyed your posts, and I can see your hard work.
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Thanks Diane, a lot of this is new to me as well, but I'm working through it.
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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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you can't. just really digg into stuff that interests/engages you.
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Whew! Thanks Alex. I'm feeling a little more comfortable this week as far as what I should be doing to stay on top of things.
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I’m doing my best.
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I am making it work, and I don't feel as overwhelmed as I did just 2 weeks ago. Feeling more confident in the whole process of posting and working in the course shell.
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I decided to give it a try.
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excellent!! give your students the gift of having high expectations : )
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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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I really hope I get the opportunity to teach this course
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I really hope I get the opportunity to teach this course
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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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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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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the course unfolded slowly
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’s also come at a g
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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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Wiki.com - What is a Wiki? - 0 views
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"A wiki is a database of pages which visitors can edit live." The building blocks of wikis are the "comments" from visitors
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WebElements Periodic Table of the Elements | Sodium | Essential information - 0 views
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Soap is generally a sodium salt of fatty acids.
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Each element's description is loaded with great information! Scroll down to see a picture of sodium and the color in which it burns (very pretty!) -
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The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.
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click the video above to play. The video shows a (brief) demonstration of that colors that different metals burn...beautiful...Relating this to teaching and learning: students (and teachers!) are much more engaged with proper and frequent use of attention-grabbing media. I am a visual person and I know that my classroom also has visual learners. I can describe things in text or verbally until I am blue in the face, but SEEING these things in photos or on videos is what sets it apart and commits them to memory. Above is a picture of sodium in its natural state as a metal...I try to emphasize this to my students since often the examples we use in class is sodium chloride, or table salt. A silver metal bonded to a noxious green gas combines to make table salt. That's a hard thing to imagine for anyone, so I show them using this resource. I LOVE webelements.
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burning mixture of potassium
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for more comments, please return to the home page, click "Pictures" in the tabs at the top and click on "Cl"
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What does "student-centered" mean to you and . . . - SLN Faculty Online - 0 views
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I don't think of my job as student-centered, nor is it teacher- or self-centered, but rather, learnING-centered. There's a job to do that's shared by the whole class together.
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This is extremely interesting! Especially that learning and knowledge creation is a shared responsibility by the entire class.
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The main thing is to focus the students on the practical value of what they're learning by situating the assignments in real-world tasks, where the purpose is to provide something valuable to real people.
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In my early years teaching, I was confronted by a graduate student who asked a question which I was not sure of the answer or how to answer it. When asked by my director how I was doing I mentioned the incident to him. He indicated that I should not be doing any research on this but the student should seek out the answer to his question. Later in the class the same student asked a question; I wasn't sure of the answer and suggested to him that he research his question and make a presentation to the class on what he found. I told him where he could research his question, indicated a couple situations in the real world he could look at. The next week he presented and commented to the class that the assignment I gave him was very interesting and rewarding for him. I was gratified, regained my feeling of self-worth, and had a student and class that found the results appropo. This action was "student-centered".
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What a great example!! What do you guys think of this? Does anyone use it in their classes now?
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Why I do what I do | JJ Wagner - 0 views
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I didn’t like English
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We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
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discussion online.
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Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
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Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
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Teaching humanism on the wards: What patients value in outstanding attending physicians - 0 views
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Patients want to be treated humanely and as individuals by their care-providers. Many curricula, usually written by university faculty, have been developed to teach physicians such skills. Rarely are patients' actual preferences taken into account when designing curricula. This study was undertaken to identify what hospitalized patients most valued about their encounters with attending faculty physicians. In this study, medical residents (post-graduate medical trainees) identified faculty physicians as outstanding teachers of humanistic care. Patients receiving care from these outstanding physicians were interviewed, as were the students and residents on the care team and the study physicians. Using qualitative techniques, patients' comments were analyzed and common themes were identified. These findings were compared with qualities identified by medical residents and students and by the attending physicians themselves. Patients identified the following specific behaviors as those they most valued in their physicians: direct communication, understanding, direct involvement in care, adequate explanation, and overt expressions of respect, as highly valued. Outstanding teachers of humane care exhibited several discrete behaviors that patients described as valuable. Since these behaviors can be discretely identified, they can be taught as part of medical curricula. The content of medical education in communication and doctor-patient relationships should incorporate goals informed by the perspectives of patients.
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White House considers new social media avenues - Nextgov - 0 views
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Social media primarily played an organizing role during the 2008 races, with campaign staffs largely in charge of their candidates' social media presence and interaction with supporters, said Mindy Finn, a new media adviser to Republican candidates. During the 2012 presidential campaign, Finn predicted, social media power will become more decentralized with supporters and oppo
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nts forcing candidates to address issues they might otherwise avoid. "I don't think we're going to see the most interesting or impactful ideas coming out of the c
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Something similar happened on an internal level while Phillips was an adviser to Obama's 2008 campaign, Phillips told the audience.
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After then-Sen. Obama abandoned his pledge to filibuster legislation that would give retroactive immunity to U.S. telecommunications providers that participated in the Bush administration's warrantless wiretapping of Americans, the largest group on his campaign organizing site, MyBarackObama.com, revolted and began castigating him on the site's comment boards. "Everyone was walking around the building saying, 'Holy cow. What's going on? This isn't what we want to talk about,' " Phillips said. "But it got to a point where we said, 'Let's just tell them where we stand.' " The campaign ended up putting then-campaign adviser and now deputy National Security Adviser Denis McDonough in the middle of the Web chats to explain Obama's position and respond to criticism.
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Flipping, Podcasting and Friendly Competition - 0 views
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Emily: becuase this is a webpage and not a pdf, i can leave a sticky note comment on it. All i did was search on the title and the author and found this alternative to the pdf. : )
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