Bates (1995) suggests that newer
technologies are not inherently better than old ones and many of the lessons
learned from the application of older technologies will still apply to any newer
technology. Again, the instructor should be trained to take advantage of both
their experience and being able to adapt that experience to the new environment
of distance learning. The instructors must be trained “not only to use technology,
but also to shift the way in which they organize and deliver material” (Palloff
& Pratt, 2000, pg. 3).
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Distance Learning: Promises, Problems, and Possibilities - 0 views
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In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3). This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation, yet many times the instructor and the technicians do not meet until the initial class meeting
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The technology will undoubtedly keep improving and the price will drop, as technology is prone to do once it comes into general use. Already we see improvement in the delivery systems of compressed video and computer assisted instruction. Despite student problems with distance learning, studies indicate they are relatively satisfied with what they are receiving.
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Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained "not only to use technology, but also to shift the way in which they organize and deliver material" (Palloff & Pratt, 2000, pg. 3).
Defining Quality Student Feedback in Distance Learning - 0 views
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Online Teaching Activity Index : Socratic Dialogue - 0 views
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Begin with a question that is concrete and based on concrete experience that the students can all relate to. Students need the prerequisite knowledge for the discussion to begin or the discussion can initially devolve into an explanation of required preknowledge. Through response, students verify their understanding of the question. Students provide possible answers or resolutions to the question. Often the answers should draw on personal experience. Subsidiary questions are explored based upon responses.
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Connexions - Sharing Knowledge and Building Communities - 0 views
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a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute: authors create and collaborate instructors rapidly build and share custom collections learners find and explore content
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On February 1, 2012, Connexions launched its groundbreaking initiative OpenStax College™. OpenStax College is a non-profit organization committed to improving student access to quality learning materials. Our free textbooks are developed and peer reviewed by educators to ensure they are readable, accurate, and meet the scope and sequence requirements of your course. Through our partnerships with companies and foundations committed to reducing costs for students, OpenStax College is working to improve access to higher education for all. OpenStax College is an initiative of Rice University and is made possible through the generous support of several philanthropic foundations.
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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.
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Interactivity: A Forgotten Art? - 1 views
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Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
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Interaction is intrinsic to successful, effective instructional practice as well as individual discover
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The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
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the importance of rigorous instructional design and the application of appropriate graphical interfaces
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Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
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understand that quality in an instructional resource is a function of the design effort, not the technology.
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The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
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The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
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In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
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The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
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With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
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The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
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MIT OpenCourseWare | Writing and Humanistic Studies | 21W.755 Writing and Reading Short... - 0 views
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different writers have addressed issues of plot, character, place and theme
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devoted to workshops of original student stories.
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Reading the stories and articles as assigned and participating in discussion of these works is the center of our exploration.
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We shall workshop stories by both professional writers
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your journal
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The requirements to receive an A are harder to quantify, but they include more sophistication and grace in the writing, lively storytelling, and prose that approaches publishable quality.
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ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does i... - 0 views
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use the feedback to gauge your success.
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Writing Student Performance-Based Objectives - 10 views
www.phy.ilstu.edu/...stperfobjectives.html
learning objectives objectives objectives-how not to write online quality
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