a taxonomy of reflection
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in title, tags, annotations or urlCritical-Thinking.pdf (application/pdf Object) - 0 views
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Distinguishing Between Inferences and Assumptions - 0 views
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A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals - 0 views
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Although I'm not sure what research or theory this is based off of, I think this could be an interesting discussion prompt. I think it may help students to "Dig deeper" into what reflection is and how it can help students in their learning -
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COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE - 0 views
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this article explores cognitive apprenticeship and how experts need to make their internal processes visible to students
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A CONSTRUCTIVIST MODEL FOR THINKING ABOUT LEARNING ONLINE - 0 views
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This paper provides a brief overview of constructivist learning theory and explores its implications for instruction in terms of the design of online learning environments that are learner-centered, knowledge-centered, assessment-centered, and community centered. It then presents a model for organizing thinking about technology-mediated learning within a social constructivist frame. The RCET model distinguishes three interacting domains of knowledge construction -- conceptualization, representation, and use --within which the unique affordances and constraints of the online medium and their effects on learning can be scrutinized. It is hoped that so narrowing the focus of inquiry might guide research to pursue findings which can meaningfully inform practice and advance online learning.
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shared by lkryder on 10 Jun 14
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views
www.nytimes.com/...21memory.html
tests quizzes assessment brain based learning constructivism knowledge studying nytimes
shared by lkryder on 10 Jun 14
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students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
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the illusion that they know material better than they do.
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“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
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These other methods not only are popular, the researchers reported; they also seem to give students
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The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
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But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
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we are organizing it and creating cues and connections that our brains later recognize.
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But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
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The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
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Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
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I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
Using the Think-Pair-Share Technique - ReadWriteThink - 0 views
www.readwritethink.org/...ng-think-pair-share-30626.html
ETAP640 think pair share technique community grouping
shared by Elena Buttgereit on 22 Jul 14
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Bloom's Digital Taxonomy - 0 views
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Another revised version of Bloom's Taxonomy for the digital age. We have actually done most of the things on this chart for this class already. I think this is helpful in conceptualizing our own courses.
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Critical Thinking - The Very Basics - 0 views
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Critical Thinking - The Very Basics
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I can't find too many online resources for philosophy-related courses. This, however, is very nice. It offers a flash presentation of the very basics in understanding argument. This topic is so basic that it almost occurs in the beginning week(s) of every intro level philosophy courses, such as Critical Thinking and Moral Choices. I plan to use this website as the readings for Module 1. I could have prepared this contents in my class, but bring the learners to an internet resource as an alternative medium of learning is part of the learning goals, as well, so I will do it. Question. Do I need to acquire permission from the owner in order to use it in my class? Given that it appears on MERLOT, does MERLOT ask contributors to share the right of fair use? -
when a resource is contributeda by the auther it generally means that author hopes others will use it. I would however, send the author an email telling him/her about your intention as a courtesy and to check to be sure that the site will be stable and in existance for the time period that you will use it in your class.
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Learning Online Learning - 2 views
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Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
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Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
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In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
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Why do you do things the way that you do? why do you believe what you believe?
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July 3rd,
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On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
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I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
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Careful choice of words
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Sharing personal story.
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It feels real.
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great observations! how will you use this in your own instruction?
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Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
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Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
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brilliant!!! way to make your thinking and your design visible to me/us!!!
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Trust your students, and we will be amazed by what they can come up with.
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, I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
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guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
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It has been a little strange, but a welcome break to focus on our courses!
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Larry was right
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I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
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I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
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detach themselves
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Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
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Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
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Provoking discomfort (point 5) is very useful.
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Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
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I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
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Given the opportunity, the learners are more likely to express their true selves on consistent basis.
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I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
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", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
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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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Anticipating and providing students with space to make mistakes is important. Skills and knowledge take some time to assimilate. Packing a course too tightly may deprive students of the chance to experiment and explore and to reposition, when necessary.
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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. -
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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teaching critical thinking online | Learning Online Learning - 2 views
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teaching critical thinking online
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lifelong learning... - 1 views
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I feel like every discussion, article and assignment I have done in this course has really made me question why I do things the way I do.
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i am, of course, thrilled with this observation, aubrey. thanks for sharing it. If that was the only thing you got out of this cousre i would be very very happy. thanks for your willingness to consider the possibilities . : ) me
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This was the most challenging course in my Master Degree career at UAlbany. I loved every minute of it. I think that pushing students to perform at higher levels helps them to break the plateu of what they think they are capable of. Usually they are capable of more than you think. It also helped my learning to use diigo and rate my posts. At first I thought it was painstaking and hard, especially when I spent an hour on constructing a post only to recieve a 2, but as I learned that it was more about teaching others, I began to perform better and was more motivated to teach something new and provide a cool resouce in diigo.
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My feelings about this course are great! I would recommend anyone interested in online course development to take the course with Alex. She makes everyone in the course feel welcome and comfortable, which is the key to being successful and having students who are motivated to working with her
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Relationships and feelings are one of the underlying keys to success in a course. If you have a teacher you like, don’t you want to work harder to please them? I know I do…and I know that I don’t really feel like working for someone who berates my feelings and is insensitive.
Thinking Machine / Think VoiceThreads - 0 views
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If I'm talking, you should be taking notes. - 0 views
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, mad
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However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
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Hi Nicole, I worry about the same thing. I guess the more we make them work, the less likely we are to do too much leading.
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June 20th,
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it is concrete, born before me with a structure and a real plan
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Thank you Alex! I would never have been able to create this course without Alex laying out the modules as she did. Like you, I am starting to feel the course coming together in a very organic way.
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I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
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You don't have to choose one; you can facilitate from afar, yet still be a presence in your course. In fact, your students will need feedback from you in order to know that they are on track. Self-discovery, peer teaching, and instructor presence are not mutually exclusive, thank goodness.
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h-ha moments are coming regularly now. The challenge is now enjoyable.
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The a
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not necessarily because it meets a learning objective
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There have been times when I have had to stop and ask myself, "why am I looking to this particular technology?" If I can't attach it to a learning objective, I let it go.
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. The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
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I think this process is not only natural in teaching, but expected - especially in the online environment. We ask for student feeback so that we can improve the course. In this way, it is constantly evolving.
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. Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
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Great idea, and as a former supervisor of both a before-school and after-school program, you can observe a lot at one of these programs. Kids play, study, socialize, etc. Lots to learn through observation and probably with permission, your students might be able to interact with the kids as well.
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July 4th,
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I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
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I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
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I think this is difficult for us because no matter how much we include in order to get students interacting, in the end it is out of our hands. Well, not completely -- we can always facilitate the discussion from behind the scenes if we need to, but you see what I mean.
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Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
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conceptualizing some of the activities for my course
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I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
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despite the extensive conversations that we have had.
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Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
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Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses. I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
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Reflections on Online Learning - 1 views
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Age problem, an overload of information to the point where in heavy doses it begins to resemble garbage is the problem of our day.
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How will I balance these issues? How can you have non-hierarchical education within the confines of traditional educational pedagogy especially in an online environment? I feel like I’m taking a big risk here with this topic.
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hi mike! i think it is a risk, but i am open to you trying. frankly, i don't see how it can work, but if you are passionate about it and believe it can work and will show and prove that it can, i would support your choice and be very interested to see that.
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Not just another Edublogs.org weblog. :D
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Bookmarked a book in diigo that someone pdf. Teaching as a subversive activity. Wouldn't it be great if you created such a wonderful course that your students CHOOSE to continue learning without credit!
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You may also want Kohn's Punish by Rewards. Another worn out book on my bookshelp.
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So what does this mean for education? How is this different online? And why do I believe that I only understand the stick?
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What is my role? What is the future role of the instructional designer?
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I couldn’t help but think that all of these questions led to more
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Time to finish strong.
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education is one of the most fundamentally revolutionary acts.
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he power or the perceived power of education and it’s threat even in relation to the most influential and powerful in all of the land.
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I still am holding on to Alex telling us to challenge our assumptions about online learning and what it means. I think that should spill over to everything if we really want to affect change in this world and in the field of education. What are we assuming? What can be changed? What seems like it’s either a precursor or indispensable even if this may not be the case at all?
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Understanding history and using it is cheating in a way. A good type of cheating. We can stand on the work of those before us and take the best or the most appropriate for our time. We can use a historical perspective to give a voice to the voiceless of history.
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Implicit Learning: A New Frontier in Cognitive Psychology : Research News - 0 views
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This style of learning is subtle, occurring without intention or conscious awareness that the learning is taking place. It is also not easy to explain. Often people can’t fully articulate what they’ve learned, even though they may have absorbed and retained significant amounts of information.
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they’ve adapted to a regularity in their environment without knowing it
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I am thinking that a consistent format in our courses leads to implicit learning of how to navigate the course.
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I also think when our course presentation is random, it leads to confusion and misunderstandings.