Social construction of understanding has long been a significant underlying principle of learning and teaching
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A dialogic approach to online facilitation - 0 views
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cognition is situated in particular social contexts (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991); knowing is distributed across groups (Cole, 1991; Perkins, 1993); and learning takes place in communities (Lipman, 2003; Scardemalia & Bereiter, 1996; Wenger, 1998).
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the integration of concrete experience and abstract thought; the integration of reflection and action; the spiral nature of these two; the relationship between separate and connected knowing; and the balance between collaboration and leadership.
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The Community of Inquiry model is based not on the Community of Practice model but, at least in part, on Lipman's work with children (2003) in which "tutor and children collaborate with each other to grow in understanding, not only of the material world, but also of the personal and ethical world around them" (Wegerif, 2007, p. 139)
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Although reflective dialogue has strong connections with Lipman's notion of multidimensional thinking, in that reflection allows synthesis, there may be difficulties with the use of this term as it has been used elsewhere with different connotations (Brookfield, 1995; Schon, 1983).
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Yet students often find this kind of thinking difficult to express when they are learning something new, perhaps because emerging ideas are very vulnerable to criticism
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the dialogic space is broadened to include other types of dialogue which contribute to the development of understanding yet which are easier for students to express. Creative dialogue opens up a reflective space in which issues can be explored with encouragement and trust.
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Another technique is "thought shower" - similar to but perhaps less intense than brainstorming - in which even implicit judgement is suspended. Creative thinking, or dialogue, is not the same as creativity, which is often associated with art and design, yet it appears to have an important role in discovery
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each of the participants really has in mind the other or others in their present and particular being, and turns to them with the intention of establishing a living mutual relation between himself and them."
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The focus is on listening and understanding (Bakhtin, 1986), or reading and understanding in an asynchronous online environment
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Caring thinking also includes caring about the topic or subject (Lipman, 2003, p. 262), which Sharp (2004) calls pedagogic caring,
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Identifying (information responsive): Students explore the knowledge base of the discipline in response to questions or lines of inquiry framed by teachers ("What is the existing answer to, or current state of knowledge on, this question?") Pursuing (information active): Students explore a knowledge base by pursuing their own questions and lines of inquiry ("What is the existing answer to, or current state of knowledge on, my question?") Producing (discovery responsive): Students pursue open questions or lines of inquiry, framed by tutors or clients, in interaction with a knowledge base ("How can I answer this open question?") Authoring (discovery active): Students pursue their own open questions and lines of inquiry, in interaction with a knowledge base ("How can I answer my open question?") (Levy, 2009).
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Distance Learning Orientation :: Learning Online - 0 views
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Learning online offers you lots of flexibility, choices, and convenience. You choose the best time and place for you to study. No worries about driving to campus every week! However, learning online may not be the best choice for every student - it depends on your personal learning style preferences.
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Online K-8 Program | K12 - 0 views
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individualized learning
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each student is typically assigned to one teacher who manages an Individualized Learning Plan, monitors progress, and focuses on each student's individual problem areas.
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parent booster clubs, museum trips, student clubs, school activities, picnics and more.
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Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
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Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
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suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
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Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
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SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
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It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
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Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
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suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
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suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
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associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
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these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
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practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
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By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
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ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
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Making the right choices 2 - 0 views
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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his website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views
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Reflections of Module 1
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The one thing that I did not realize before entering online courses is how it would impact my writing.
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It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
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So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
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Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
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When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
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What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
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This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
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Reflections | Just another Edublogs.org site - 1 views
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However, I do wonder about exactly how this survey was implemented in order for it to valid.
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Somtimes I just have to tell myself “I Think I Can”
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Victoria! i am so glad that you are considering using bloggin in your course. Your reflections on the benefits and your insights on this aspect of the course and how it applys to you and might apply to your future students are astounding to me. Thank you for making your thinking visible to me. Als, your observation of the Social Presence afforded by Moodle with the simple little addition of an icon/avatar that represents the individual and its comparison to FB is brilliant. Well done!
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My experience as a student was that I was focused on my routines from the other class and interpreting feedback to what I was thinking Alex meant and it wasn’t the same. Then, we I began to trust Alex’s words and it became clear to me that she wanted to use to think deeper about the questions.
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My question is how do we get our students motivated to think critically when, students just want to get the right answer?
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In this process I learned a lot about myself as a learner and teacher. I really need to promote more critical thinking activities and discussion. It is very hard especially, with the children who I teach because they just want to get the right answer and have no motivation to further discuss any math concepts.
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I also need to think more critically as a person and a teacher. In my school we put a lot of the blame on the parents because the parents don’t help students at home. Meanwhile, many of these families can’t do it because they don’t know how the do the homework assignment, can’t read English, or are working.
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I know I have learned this because now I have a deeper appreciation in using technology as a learning tool.
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What hindered my learning was time. This course was a big adjustment in how much time I needed to set aside for this course. I feel as though my school activities got in the way. I really put too much on my plate this year as far as being involved in school activities. This coming school year I am not going to do as much so I can focus more on taking the online courses.
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Anonymity and Self-Disclosure on Weblogs - 0 views
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Research has shown that online communication lends itself to self-disclosure (Joinson, 2001; McKenna & Bargh, 2000; Tidwell & Walther, 2002; Wallace, 1999). Because of the relative anonymity that online interactions may offer, the risks of self-disclosure may be greatly reduced, and disclosers should be much less fearful of potential condemnation or rejection (McKenna & Bargh, 1998, 2000).
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Among these respondents, 23.00% (n=20) explicitly reported they were afraid that their family members might read their blogs. For example, one respondent wrote: "[I'm afraid] that my parents will eventually discover its existence.
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The typical approach to blogging, at least among the respondents of this study, may more appropriately be described as lighthearted: Bloggers simply intend to share a little fun and stay in touch. When it comes to self-disclosure, it seems that they are cautious so as to avoid potential backlash.
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discursive anonymity, on the other hand, refers to the condition where verbal communication cannot be attributed to a particular source.
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DO ONLINE STUDENTS DREAM OF ELECTRIC TEACHERS? - 0 views
www.adesignmedia.com/...athyoverefficientcy_scorza.pdf
online learning teaching instruction faculty ETAP640
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Facilitating online discussions effectively - 0 views
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ACVE - Teaching Adults: Is It Different? - 0 views
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pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
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traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
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The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
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Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
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Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
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Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
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Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
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Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
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Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
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Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online - 0 views
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ASYNCHRONOUS ONLINE ENVIRONMENTS . . . AFFORDCONSTRAIN accesscontext mindfulness, reflectivityinterpersonal communication personal expressionbias, values equity, multiple perspectivesauthority, narrative breadthdepth multiple symbol systemsconsistency construction of knowledgeinstruction association, connectionsyllogism, hierarchy bricolage, juxtapositionlogical progression of ideas Figure 1: Affordances & Constraints
using diigo in ETAP687 - 22 views
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Curriculum and Instructional Design - 0 views
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I can now see that learning to transform my ideas and beliefs about learning IS GOING TO require a constant and steady flow of reflective inquiry.
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There are still so many tools and technologies to learn!
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I KNOW! It is so overwhelming at times. I just keep telling myself "it's all going to be worth it!" It is extremely comforting, however, to hear the experts in the field and those who have been doing this for a long time saying that they felt the same way when they first began.
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I just found out tonight about this ability to use Diigo in our blogs to leave post-its....very cool!
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I am able to read the discussion posts and announcements while I’m on the road, at work, exercising or shopping. I am able to stay connected to the course, and this has been a great help to my learning.
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I still have so much learning to do
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post quality responses
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teacher
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This course allows me to learn the theoretical underpinnings of learning and teaching online, but also allows me to apply what I have learned and “make the connection” to my professional life and to the greater world!
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From this point on, I have made the decision to be strategic about the design and impact of my course on my faculty’s personal and professional lives.
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for business
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stay consistent with the structure
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Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views
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Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
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As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
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These roles need not be limited to simply the instructor, as students can also exhibit teaching presence in the course through such activities as leading group discussion assignments of collecting and sharing instructional resources
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Yet, textual feedback, particularly in the context of a blended or online course, can lack rich detail and tone.
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As textual forms of communication dominate current electronic communications, opportunities to engage auditory and kinesthetic learners ought to be cultivated.
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Students perceived audio feedback to be more effective than text-based feedback for conveying nuance. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions. Audio feedback was associated with increased retention of content. Audio feedback was associated with the perception that the instructor cared more about the student.
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Ice, Swan, Kupczynski, and Richardson (2008) studied the impact of asynchronous audio feedback in an online course and noted the following: