Skip to main content

Home/ ETAP640/ Group items matching "Use" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
1More

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students... - 1 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer learning teaching feedback asynchronous audio
shared by Joan McCabe on 09 Jun 12 - No Cached
  • Joan McCabe on 09 Jun 12
     
    This article describes how audio-based feedback contributes to increased learning, content retention, feelings of increased involvement, the ability to detect nuance and inflection which convey meaning, and fosters the class community. The study received very positive results.
4More

Dream It. Do It. - The Manufacturing Institute - 0 views

www.themanufacturinginstitute.org/...Dream-It-Do-It.aspx Module 4 Assignment
shared by cpcampbell88 on 04 Aug 14 - No Cached
    • cpcampbell88
      cpcampbell88 on 04 Aug 14
       
      test
  • offers the solutions needed to recruit students into manufacturing, while providing knowledge to those who influence their future career choices. Help us engage our future workforce and  take steps in continuing the growth of the U.S. manufacturing industry.To learn more, please contact Nicholas D'Antonio. 
  • manufacturing is about
  • ...1 more annotation...
  • 35 percent of parents say they would encourage their children to pursue careers in manufacturing, despite the advanced skills and high pay that are characteristic of work in today’s advanced manufacturing industry.
2More

Does it make a difference? Replacing text with audio feedback - 1 views

community.dur.ac.uk/...174 audio feedback
shared by Teresa Dobler on 19 Jul 14 - No Cached
  • 1 minute of audio feedback was generating an equivalent of approximately 100 words.
  • Alicia Fernandez on 19 Jul 14
     
    Study finds that providing feedback using audio files leads to improvements in both quantity and quality.
1More

Using Socratic Questioning to Promote Critical Thinking Skills through Asynchronous Dis... - 0 views

www.mentormob.com/...efbe99ab24ec5b00268cef5fdd.pdf Critical Thinking Online
shared by kasey8876 on 29 Jun 14 - No Cached
  • kasey8876 on 29 Jun 14
     
    Socratic questioning to enhance students' critical thinking
2More

Teaching critical thinking through online discussions. - 0 views

eac595b.pbworks.com/...ight+2000+questions%5B1%5D.pdf Critical Thinking Online
shared by kasey8876 on 29 Jun 12 - No Cached
  • Lauren D on 29 Jun 12
     
    -Small group discussions- led by the instructor (Good way to start out a course to scaffold these principles) -Buzz groups- which allows two students to discuss an issue -Case discussions- using real or simulated complex problems to be analyzed in detail -Debating teams- where students improve their critical thinking skills by formulating ideas, defending their positions, and countering the opposition's conclusions -Jigsaw groups- students break up into subgroups to discuss various parts of a topic and then come together to present it or teach it to other classmates -Mock trials- students assume different roles in a trial setting
  • kasey8876 on 29 Jun 14
     
    Educators role in fostering critical thinking in online discussions
1More

Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of C... - 1 views

bk.psu.edu/...ronousAudioFeedback-Sample.pdf asynchronous learning audio feedback teaching presence online learning
shared by Alicia Fernandez on 12 Jul 14 - No Cached
  • Alicia Fernandez on 12 Jul 14
     
    Study focuses on one aspect of facilitation, the way in which we communicate and guide students in asynchronous learning networks (ALN) and how this process might be improved upon.
4More

Education videos: Ten ways to use them well - 0 views

www.bbcactive.com/...ideosTenwaystousethemwell.aspx video
shared by Teresa Dobler on 16 Jul 14 - No Cached
  • Introduce students to some of the key topics that will be discussed in the resource
  • and highlight the areas that you want to draw their attention.
  • 7 – 15 minutes
  • ...1 more annotation...
  • set some questions
1More

Teaching Courses Online: How Much Time Does It Take? - 0 views

www.merlot.org/...viewMaterial.htm Module 4 Assignment
shared by kasey8876 on 16 Jul 14 - No Cached
  • kasey8876 on 16 Jul 14
     
    This longitudinal case study examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails, 2) reading, participating in, and grading 10 online discussions, and 3) grading 15 assignments. The findings indicate that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses
5More

Five Mistakes Online Educators Make (Part 1) | The EvoLLLution - 0 views

www.evolllution.com/...stakes-online-educators-part-1 online educators mistakes
shared by dkiesel on 16 Jul 14 - No Cached
  • I realized the students expected me to always be online — including at 3 a.m.!  By not establishing a clear response time expectation, I set myself up for poor evaluations by some students. Having been treated to instant answers early in the course, they expected that to continue throughout.
  • Did I mention receiving tons of email that first semester? Three weeks with 25 students had yielded more than 300 emails.
  • I decided to use a question and answer forum to handle the more generic questions.
  • ...2 more annotations...
  • This was the first installment of Margaret O’Hara’s two-part series. Please click here to read the conclusion.
  • I emailed the group and told them to check the forum before emailing me
3More

What Is Successful Technology Integration? | Edutopia - 0 views

www.edutopia.org/-integration-guide-description technology integration
shared by efleonhardt on 14 Aug 14 - No Cached
  • Routine and transparent Accessible and readily available for the task at hand Supporting the curricular goals, and helping the students to effectively reach their goals
  • Seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content.
  • Willingness to embrace change is also a major requirement for successful technology integration.
1More

The Art of Using Checklists in the Classroom - Teaching Now - Education Week Teacher - 1 views

blogs.edweek.org/...ecklists_in_the_classroom.html ETAP640 checklists education week
shared by Elena Buttgereit on 18 Aug 14 - No Cached
  • Elena Buttgereit on 18 Aug 14
     
    "It's about transparency, and the more information you grant to students, the better."
4More

MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views

webcache.googleusercontent.com/search collaboration model for online cooperative learning online learning model
shared by Joy Quah Yien-ling on 11 Jul 10 - Cached
  • Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models.   In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
  • Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
  • Cooperation, Collaboration and  Peer-Assessment (3): in the final model,  the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
  • Joy Quah Yien-ling on 11 Jul 10
     
    The article proposes three models for cooperation in Wiki environments. But this is also salient for online collaboration.
13More

Feedback on ETAP 640 Blogs II - YouTube - 1 views

www.youtube.com/watch
shared by alexandra m. pickett on 17 Oct 19 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      example sticky note.
  • Feedback on ETAP 640 Blogs II
  • #etap640 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • ...9 more annotations...
  • Feedback on ETAP 640 Blogs II
  • notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • 2013 Blog feedback for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • Feedback on ETAP 640 Blogs II
  • Feedback on ETAP 640 Blogs II
  • back for Ryan, Matt, Mary and Luke - also examples of diigo highlighting and sticky notes
  • This is a comment.
    • alexandra m. pickett
      alexandra m. pickett on 17 Oct 19
       
      Example of a comment using the sticky notes feature and a highlight.
  • 1This is a comment.
« First ‹ Previous 1141 - 1155 of 1155
Showing 20▼ items per page