We are interested in both risk and resilience - why are some individuals
particularly vulnerable in response to negative life events, while others appear
to be relatively resilient? And how can we promote enhanced resilience? As a
part of the latter work, we study interventions designed to cultivate more
positive affective styles. One such intervention that we have extensively
studied over the past decade is meditation.
In addition to the research on normal affective function, we also study a
range of psychopathologies, all of which involve abnormalities in different
aspects of emotion processing. Included among the disorders we have recently
studied are adult mood and anxiety disorders, and autism, fragile X and Williams
syndrome in children. Some of our current research involves:
Voluntary and automatic emotion regulation.
Resilience in aging.
Interactions between emotion and cognitive function, particularly working
memory and attention.
Temperament in children, in hopes of determining early signs of
vulnerability to psychopathology.
Social and emotional processing differences in children and adults with
autism and fragile X.
Mood and anxiety disorders.
The impact of pharmaco-therapy and psychotherapy on brain function in
patients with mood and anxiety disorders.
The effects of meditation on brain function in adept practitioners and
novices.
Relations between neural mechanisms of emotion and peripheral measures of
inflammation and lung function in asthma.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views
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Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
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teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
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Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
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On-demand interaction and support services
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Can YouTube enhance student nurse learning? - 0 views
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students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
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Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
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The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
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keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
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Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
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ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
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Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
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They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
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Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
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project based learning - TVHS, East Greenbush, NY - 0 views
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Adolescents learn best when they encounter intriguing topics and people in real-world situations, and when they are faced with genuine challenges, choices and responsibility for their own learning.
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Through project-based learning, students not only learn what is required to pass state Regents exams, but also what is required to do well in the workforces and classrooms of tomorrow.
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learn to work together to complete project -- just as they will someday in the workplace or in college.
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Top five reasons to choose an online education - Bonners Ferry Herald : Education: - 1 views
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1. You can schedule your schooling for when you have time to handle the work. If you have a full time job - or responsibilities that don't allow you to participate in an educational setting during regular working hours - signing up for online education through an accredited online university like American InterContinental University will allow you to schedule your classes, homework and projects for when you have the time to dedicate to your schooling.
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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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Communication in Online Courses: Strategies for Providing Feedback - 0 views
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Be prepared to use a variety of delivery systems for feedback in case the technological system fails
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Take note of students who don’t participate during the first session, and contact them individually after class. They may have technological difficulties
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Provide substantive critique, comment, and/or evaluation for work submitted by individual students or groups, referring to additional sources for supplementary information where appropriate.
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Thank students publicly for comments submitted to the Virtual Classroom showing insight or depth. This will serve to model the types of responses and critical thinking skills you expect from other participants as well as give positive reinforcement to the student who contributed the message.
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the instructor should recognize quality work and intervene as the work is being developed to steer students in the right direction
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Do not comment on every student posting. Much like in face-to-face class discussions let the conversation develop and give students a chance to participate before jumping in with in depth comments/feedback or analysis.
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Use your students' feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns to improve your course for the next time you teach it.
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New Learning Theories | eHow.com - 0 views
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Democratic learning involves empowering students to control the direction of how exactly they reach an end-destination involving any subject to be learned. Democratic models employ various leaning strategies particular to the personality types and preferred learning styles making up a student body. For example, the anatomy of a democratic-learning environment involves three distinct themes: assigning a minimum amount of tests at the end of a predetermined time frame, transferring all responsibilities to students (individuals or groups) to learn everything needed to pass all required tests and implementing a self-driven or voting model allowing students to determine for themselves appropriate learning strategies. Furthermore, implementing true democratic voting models in learning environments both encourages and even forces group participation. For instance, the least active member is more inclined to participate than in non-democratic environments when realizing voting is required to bring about the most favorable learning circumstance for both himself and his group.
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Why have learning communities - 0 views
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learning communities have been shown to increase student retention and academic achievement, increase student involvement and motivation, improve students� time to degree completion, and enhance student intellectual development.
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Students involved in learning communities become more intellectually mature and responsible for their own learning and develop the capacity to care about the learning of their peers.
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RESEARCH IN ONLINE LEARNING COMMUNITY - 0 views
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High Social PresenceLearning in an online learning community occurs as an active social process that is defined as: "the level of social presence depends upon social context, online communication, and interactivity (Tu & McIsaac, 2002)." Online social presence (Hiltz, 1998) is required to ensure the online interaction necessary to sustain community activity. Social presence is a critical factor that affects the online learning community. Gunawardena and Zittle (1997) found that social presence is the predictive of the satisfaction of online learners with their learning. Social presence, online learners' social relationships, tasks being engaged in (Tu & Corry, 2002b), communication styles and personal characteristics have impacts on online learning (Tu & McIsaac, 2001). Therefore, researchers concluded that to foster an ideal online learning community, one should increase and idealize the level of social presence
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Computer-mediated communication democratizes the online learning environment (DiMatteo, 1990; Rheingold, 1993; Sproull & Kiesler, 1991a
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..for anyone to become an information provider for others, thereby both democratizing information access and enabling new roles for network users. In the most successful online courses, students assume some of the roles that traditionally belong to the instructor" (p. 208).
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Because of the blurred roles of students and teachers, more weight is placed on the learning process/experience than upon roles. In other words, both students and teachers, as learners, share their responsibilities in online learning. Morrison (1995) argued that the learning process is unbounded by time (when one learns), space (where one learns), mode (how one learns), pace (the rate at which one learns), level (the depth of learning) and role (with whom one learns). Therefore, it is not merely learner-centered; in fact, an online learning community is a learner-driven process. While the learning is in transition from teacher-centered to learner-driven, the focus which had emphasized the needs of organization, government, and institutional is moving to a focus on community-centered needs. This shift has made lifelong learning more important.
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Effective learning occurs in active approaches that present learning as a social process that takes place through communication with others (Hiltz, 1998; Mead, 1934)
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"The level of social presence depends upon social context, online communication, and interactivity. When the level of social presence is high, there is a potential that online learners will engage more interactively in online activities (Tu & McIsaac, 2002).
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In a knowledge construction community, one should have the opportunity to make contributions that will enhance the total learning value of the community. L
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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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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 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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understand that quality in an instructional resource is a function of the design effort, not the technology.
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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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Describing the Habits of Mind - 0 views
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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.
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Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
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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
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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
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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
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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
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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.
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Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
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Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
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Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
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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
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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).
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Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
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What does "student-centered" mean to you and . . . - SLN Faculty Online - 0 views
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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.
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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.
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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".
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ON COURSE: The One-Minute Paper - 0 views
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: A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.
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What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?
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more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport
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*What do you think was the most important point or central concept communicated during today’s presentation?
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*What relationship did you see between today’s topic and other topics previously covered in this course?
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Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper.
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leading and learning: Experience and Education -John Dewey 1938 - 3 views
leading-learning.blogspot.com/...-and-education-john-dewey.html
learning experience education dewey meaning making
shared by Diane Gusa on 21 Jun 11
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The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
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A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
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Dewey believed there needed to be an intimate relationship between experience and education and that students had to construct their own learning.
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Teachers need to be on the alert to see what attitudes and habits are being developed and this requires that the teacher has some ideas of what is going on in the mind of the learner. The teacher is an important part of any learning experience.
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The Application of Learning Style Theory in Higher Education Teaching - 0 views
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A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
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Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
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Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
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Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
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Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
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What may be possible is to promote an educational environment developed for flexibility at the individual student level.
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What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
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his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
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In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
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Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
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Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
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The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
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as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
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That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
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This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
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In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
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but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
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Adult Education FAQS - 0 views
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Dunn and Griggs (2000) offer us another definition: “Learning style addresses the biological uniqueness and developmental changes that make one person learn differently from another. Individuals do change in the way they learn…Similarly, developmental aspects relate to how we learn but, more predictable, follow a recognizable pattern.” (p. 136)
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Understanding our perceptual style will help us to seek information arranged in the way that we process most directly.
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nsist of the following: 1. Environmental (Sound, Light, Temperature, Design) 2. Emotional (Motivation, Persistence, Responsibility, Structure) 3. Sociological (Self, Pair, Peers, Team, Adult, Varied) 4. Physiological (Perceptual, Intake, Time, Mobility) 5. Psychological (Global/Analytic, Hemisphericity, Impulsive/Reflective)
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The Dunn and Dunn Learning-Style Model is a comprehensive and extensive model that incorporates many internal and external factors in the learner’s environment to create an optimal learning experience.
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ccording to Kolb, the learning cycle involves four processes that must be present for learning to occur
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Concrete Experience: Feeling/Sensing; being involved in a new experience Reflective Observation: Watching; developing observations about own experience Abstract Conceptualization: Thinking; creating theories to explain observations
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Diverger: combines preferences for experiencing and reflecting Assimilator: combines preferences for reflecting and thinking Converger: combines preferences for thinking and doing Accommodator: combines preferences for doing and experiencing
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Ian August - Alex has teacher presence. - 1 views
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In this course we are experiencing our teachers presence in our discussions and that is a large part of her presence in the course. She is guiding our learning by questioning our thoughts, and asking for data to back up our opinions. And we are taking part in each students learning process, by reading their posts and reading Professor Picketts response.
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Learning to be - 0 views
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educating children for a given society, the challenge will be to ensure that everyone always has the personal resources and intellectual tools needed to understand the world and behave as a fair-minded, responsible human being. More than ever before, the essential task of education seems to be to make sure that all people enjoy the freedom of thought, judgement, feeling and imagination to develop their talents and keep control of as much of their lives as they can.