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ETAP640amp2011: Social presence in online learning - 0 views

ualbany.mrooms.net/...discuss.php
shared by Diane Gusa on 16 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 16 Jul 11
       
      Nicole, I think you hit the nail on the head...and something for us to consider when we build our own courses. I will continue thinking about this valuable observation, though I may not reply in a post since the module is running out of time. :(
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Describing the Habits of Mind - 0 views

www.ascd.org/...ribing-the-Habits-of-Mind.aspx habits of mind module 4 db
shared by Diane Gusa on 16 Jul 11 - Cached
Kristen Della liked it
  • h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
  • Persisting
  • Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
  • ...28 more annotations...
  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
  • Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
  • our inclination and ability to find problems to solve.
  • Thinking Flexibly
  • Flexible thinkers display confidence in their intuition
  • They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
  • Thinking About Thinking (Metacognition)
  • Striving for Accuracy
  • Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
  • Questioning and Posing Problems
  • Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and Precision
  • Gathering Data Through All Senses
  • Creating, Imagining, Innovating
  • Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
  • Thinking Interdependently
  • Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
  • Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
  • t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
  • Remaining Open to Continuous Learning
  • Intelligent people are in a continuous learning mode
  • They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
  • Kristen Della on 18 Jul 11
     
    Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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COLLABORATIVE VERSUS COOPERATIVE LEARNING- A COMPARISON OF THE TWO CONCEPTS WHICH WILL ... - 0 views

pirun.ku.ac.th/...coop_collab.pdf
shared by Nicole Arduini-Van Hoose on 15 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 15 Jul 11
     
    Differences between collaboration and cooperation
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WebElements Periodic Table of the Elements | Chlorine | Images of elements - 0 views

www.webelements.com/...pictures.html
shared by Kimberly Barss on 15 Jul 11 - No Cached
  • The above pictures are adapted with permission from Theodore Gray's Periodic Table Table web site, an excellent source of element pictures, interactive pictures, and videos.
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      When using the tabs at the top of the home page, it filter out information that the user isn't interested in. So, by clicking "pictures" I did not get any text descriptions...As an instructor, this is a great resource since it cuts down on the "noise" of the page and allows you to quickly access the links to the pictures that you want to show students. If I linked directly to this page from my course site, it would eliminate a student getting lost in an outside resource. Also, this particular page links to another resource: "Gray's Periodic Table." Click through it and enjoy :-)
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What does "student-centered" mean to you and . . . - SLN Faculty Online - 0 views

slnfacultyonline.ning.com/...what-does-studentcentered-mean
shared by Kimberly Barss on 18 Jul 11 - No Cached
  • 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.
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      This is extremely interesting! Especially that learning and knowledge creation is a shared responsibility by the entire class.
  • 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. 
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      again here is the notion of authenticity!
  • 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".
    • Kimberly Barss
      Kimberly Barss on 18 Jul 11
       
      What a great example!! What do you guys think of this? Does anyone use it in their classes now?
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Online Community of Learners - 1 views

www.sonoma.edu/...onlinecommunity.html module 4 assignment
shared by ian august on 09 Jul 11 - Cached
  • have the students introduce themselves by their "medieval vocational personality."
  • Diane Gusa on 09 Jul 11
     
    What medieval vocational personality are you? I am a Dreamer-Minstrel: You can always see the "Silver Lining" to every dark and dreary cloud. Look at the bright side is your motto and understanding why everything happens for the best is your goal. You are the positive optimist of the world who provides the hope for all humankind. There is nothing so terrible that you can not find some good within it. On the positive side, you are spontaneous, charismatic, idealistic and empathic. On the negative side, you may be a sentimental dreamer who is emotionally (academically?)impractical. Interestingly, your preference is just as applicable in today's corporate kingdoms.
  • Nicole Arduini-Van Hoose on 13 Jul 11
     
    According to the test I am also a Dreamer-Minstrel. Interesting task. As part of my courses I have students take real personality tests and we do some group activities with them. Where the topic falls in the sequence of the course is always toward the end, I've thought about making it early in the course because they really get to know themselves and eachother during the group activities, but I haven't done it because I've always felt that they needed more of a foundation to really understand the use of the test (measurement, validity/reliability, standardization, etc.)
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Choose your "buddy icon" carefully: The influence of avatar a ndrogyny, anthropomorphis... - 1 views

psycnet.apa.org/?&fa=main.doiLanding&uid=2008-05428-012 avatar social presence module 4 db
shared by Diane Gusa on 12 Jul 11 - No Cached
  • ndrogyny, anthropomorphism and credibility in online interactions.
  • In both online and offline interactions, the visual representation of people influences how others perceive them. In contrast to the offline body, an online visual representation of a person is consciously chosen and not stable
  • Results show that the characteristics of the avatar are used in the person perception process
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Writers on writing - 0 views

thelitchfieldliteraryreview.com/id405.html writers writing learning
shared by Diane Gusa on 21 Jun 11 - No Cached
  • I write to teach myself what I already know. Duane Alan Hahn
  • When once the itch of literature comes over a man, nothing can cure it but the scratching of a pen.  Samuel Lover
  • We do not write because we want to; we write because we have to. Somerset Maugham
  • ...9 more annotations...
  • Writing is its own reward. Henry Miller
  • Writing is the best way to talk without being interrupted. Jules Renard
  • The first step to becoming a better writer is believing your own experience is worth writing about. Pet
  • The only time I know that something is true is the moment I discover it in the act of writing. Jean Malaquais
  • We write to taste life twice, in the moment and in retrospection. Anais Nin
  • Writing energy is like anything else. The more you put in, the more you get out
  • The skill of writing is to create a context in which other people can think. Edwin Schlossberg
  • Resist the temptation to try to use dazzling style to conceal weakness of substance. Stanley Schmidt
  • Writing is thinking on paper. William Zinsser
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Multimodal Learning Blog - 0 views

mmcglynnstewart.wordpress.com learning information map Active-learning.pdf multi-modal
shared by Diane Gusa on 27 Jun 11 - No Cached
  • As Siegel (2006) points out, “children have always engaged in what are now called multimodal literacy practices” (pg.65) Children naturally talk about, dramatize and draw ideas that they are reading and writing about. Furthermore, using multiple modes or sign systems can provide new and deeper meaning (Siegel, 2006, pg. 71)
  • Research to date shows that when curricular changes include multimodality, those youth who experience substantial success are the very ones who’ve been labeled “struggling reader” or “learning disabled” (Siegel, 2006, pg. 73)
  • Many progressive pedagogies such as constructivism, experiential learning and inquiry learning emphasize the importance of building upon students’ experiences, knowledge, skills and interests (Rowsell, Kosnik & Beck, 2009.)
  • ...1 more annotation...
  • In his recent video, An Anthropological Introduction to Youtube,  Michael Wesch (2008) persuasively outlines the ways in which the world has changed through new media, and how education can and should harness the potential of this new world.
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Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry Inquiry learning performance db
shared by Diane Gusa on 08 Jul 11 - No Cached
  • Browse: Home / Featured Posts / Teachers as experts in . . . inquiry? Teachers as experts in . . . inquiry? A study just published in Science magazine sure makes one think twice about how we deliver “content knowledge” the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor’s background. In a college physics class, listening to a lecture by a highly experienced and respected professor yielded fa
  • a control group performed more than twice as well when their teachers—a research associate and a graduate student—used discussions, active learning, and assignments in which students had to grapple with both new and old information.
  • “deliberate practice,
  • ...2 more annotations...
  • These students had time to synthesize and incorporate new ideas from the lecture into their prior knowledge and experiences.
  • ombined in-class practice and frequent formative assessments (such as pretests) with an emphasis on real-world applications.
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HYBRID - Main Page - 0 views

www.uncg.edu/hybrid module 4 assignment online courses
shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    Welcome to our website which provides faculty development modules related to effective teaching in an online environment. Each module contains a suggested Brief Hybrid Workshop using short, online media presentations; follow-up resources and references; and feedback from users. The Seven Principles for Good Practice in Undergraduate Education has provided a framework for the development of these resources.
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Using Dreamweaver for Persons with Hearing Disabilties - 0 views

frank.mtsu.edu/...indexMerlot.html module 4 assignment dreamweaver disability
shared by Kristen Della on 11 Jul 11 - No Cached
  • Kristen Della on 11 Jul 11
     
    Gerry Scheffelmaier, PhD and Victoria Dawn Shelar, PhD Middle Tennessee State University Murfreesboro, TN 37132 615.898.2030 and 615.898.2723
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Teaching humanism on the wards: What patients value in outstanding attending physicians - 0 views

www.ingentaconnect.com/...art00012 Humanism education medicine medical communciation relationships
shared by Kristen Della on 27 Jun 11 - No Cached
  • Kristen Della on 27 Jun 11
     
    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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Using Student Centered Discussion Forums to Enhance Student Participation in Online Cou... - 0 views

www.uwex.edu/...28798_10.pdf student-centered discussion forums
shared by Kristen Della on 02 Jul 11 - No Cached
  • Kristen Della on 02 Jul 11
     
    Discussion Forums as student-centered activities
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ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does i... - 0 views

ualbany.mrooms.net/...post.php
shared by Diane Gusa on 01 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      A good example of how we learn through experience. The peer evaluation was not vague. You could see (visual feedback) the outcome of your choices.
  • accepting the way things turn out
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I am not sure if dividing the pie taught you to accept things as they turned out. I am sure this lesson was taught as the process continues
  • ...7 more annotations...
  • elevate the quality of your own discussion posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      not if I do not understand what the "number" meant.
  • Maybe they are right. maybe not.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      How do I know who is right (though this has not been the issue for me, the issue has been understanding) if I don't know what criteria they felt I missed.
  • This feedback is intended to help you improve your posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      But you both may have given a 3 on different criteria. So I ask again, how will I know what to improve?
  • use the feedback to gauge your success.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I mean no disrespect, but I gauge my success on what I have come to understand and can apply to my online teaching.
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Digital Stories of Deep Learning - 0 views

electronicportfolios.com/...epstory.html
shared by Diane Gusa on 05 Jul 11 - Cached
    • Diane Gusa
      Diane Gusa on 05 Jul 11
       
      This is a good philosophy for our blogs...
  • As the Stanford Learning Technologies group has evolved the technology to support its research project on "folio thinking," researcher Helen Chen reports that they are beginning to use blog or "wiki" software to support students' reflections. David Tosh and Ben Werdmuller of The University of Edinburgh have published a paper online (PDF) entitled, "ePortfolios and weblogs: one vision for ePortfolio development."
  • Janice McDrury and Maxine Alterio (2002), two educators from "down under" have written a book called Learning through Storytelling in Higher Educatio
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