Department of Motor Vehicles is a great example
Group items matching
in title, tags, annotations or urlHigher order thinking with Venn diagrams | Walbert's Compendium - 0 views
1More
University Libraries - Perry and photographic images for online courses - 0 views
1More
Seven Principles For Good Practice in Undergraduate Education - 0 views
1More
Student-Led Discussion Build Complex Understandings of Psychology Concepts | The Sloan ... - 0 views
26More
101 Ways to Use Tagxedo - 7 views
shared by Gary Bedenharn on 19 Jul 12
- No Cached
alexandra m. pickett, diane hamilton, Tina Bianchi, Lauren D, Gary Bedenharn, and Victoria Keller liked it
-
Compare Similar Documents
-
Make a Movie Review
-
Turn a Logo into a Tagxedo
- ...8 more annotations...
-
Review What You've Been Tweeting
-
Not all photos workNeed high contrastAdjust threshold and blurUse Capture/Undo/RedoPrefer "Light" themesPhotos can be color or B&W
-
Critique Your Resume
-
Break the Ice
-
Learn More about Yourself
-
Capture the Collective Wisdom
-
-
These ideas can be used in ANY course, on OR offline. Some great activities in here for icebreakers and a variety of other things!
-
This is a marvelous visual arts tool that can provide self-assessment opportunities as well as artistic expression of language concepts. This is great find, Lisa!
-
I've been trying to use tagexdo for a while, but love these slides, never knew you could use your own logos :)
-
I think I am going to add this to my introduction module to show students all the encompasses geography!
-
2More
How To Build Classroom Community; It's Not What You Think - Smart Classroom Management - 0 views
-
The idea being, if we focus on being nice to each other, it will encourage community-like behavior. This is a popular notion today among educators. And there is nothing wrong with it. It’s nice to be nice.
1More
NERA_SRL_Artino_final.pdf (application/pdf Object) - 0 views
1More
Harnessing the Power of the New Digital Disorder - Steve Singer - Harvard Business Review - 0 views
blogs.hbr.org/...ssing_the_power_of_the_ne.html
student-centered learning disorder knowledge miscellaneous
shared by Maria Guadron on 14 Aug 12
- No Cached
-
"ever, in this week's HBR IdeaCast (see audio player below), Weinberger says that the online world demands that we invent new ways of organizing and new ways of thinking about how things may relate to each other. Items that might never be found together in the physical can now be brought together online -- based on whatever criteria suits the needs of a customer. "
6More
Future Shock. Too much change in a too short period of time - FT Careers Blog - 0 views
-
Subjectively, we feel this acceleration of time, we grew up in a slower paced world and it was easier for us to adapt to change. Today we are bombarded with information, products, events and it’s sometimes hard to keep up. It may be easier for some, harder for others
-
Think about the news, communications and mass media. Since the internet became mainstream the way information is shared has changed radically. News one day old is already OLD. News is being produced in real time; worldwide communications are in real time too. Even more, there is more news everywhere. And it’s not that some years ago nothing happened. It’s that it’s become easier to broadcast them, allowing us to dramatically increase the information that can be distributed to the world.
-
The younger generations have a less daunting task, mainly because they were raised in this wired/online world. They are accustomed to it.
7More
George's Adventures in ETAP640 - 0 views
-
I’m not sure I really want to, to be frank, but it is a requirement for my ETAP640 course I am taking.
-
have you seen this? : ) http://etap640.edublogs.org/2012/03/11/why-do-i-have-to-blog/
-
-
value proposition
-
No worries, right? You all and Alex will help me.
-
absolutely!! i'm in!!! my (just a bit eccentric) husband, in an attempt to understand life, the universe, and everything, has been "studying science" for a couple of years now. By that i mean reading-voraciously-everything-he-can-get-his-hands-on. He has asked me more than once if i have any real or imaginary (meaning people i only know online) physics professor friends to whom he can address his many questions : ) (i think this interest -bordering on obsession, is a mid-life attempt to come to terms with his mortal human husk - and i blame his mother for raising a heathen.) Nevertheless, he started with electricity, moved on to biology, then chemistry, the periodic table, physics, quantum phisyics and is now he is trying to teach it to our dog. http://www.goodreads.com/author/show/2929826.Chad_Orzel Every morning, book in hand, toothbrush in mouth, he gives us the highlights and pointers (me, my daughter and bella his havanese physics student) FYI - he thinks Einstein's little black book - which he read in its entirety- ( twice) on relativity, was over rated. : ) I am extraordinarily intrigued by your course concept and can't wait to see what you do! : )
-
37More
Reflections Blog - Just another Edublogs.org site - 1 views
-
-
Hey Bill: i completely get the "technologically connected" fatigue. i am very plugged in... but, i remind myself that i am in control. I have boundaries. Also fyi - i don't have a cell phone. I know i know... hard to believe, right?! I just don't want to be that connected. me : )
-
I envy you for not having a cell phone! I took mine to France but told people not to call me. One of the best parts of being away!
-
-
it helps remove the filter.
-
Alex mentioned her desire not to allow students to unsubscribe from the posts.
-
Bill: i am actually really torn about this. I myself don't use the email subscription AT ALL. I find it confusing and disconnecting from the context and flow of the discussion. I have mine set to subjects only as a daily digest and i mostly just delete them... before even opeining them. I use the cousre interface to interact and view the interactions. I wish i could give students the option. But i can't. I have tried it both ways and talked about it with students from past courses. I even tried it once where i initially forced but then gave students the option to opt out... And i have come to the very reluctant decision that i have to force. I force the subscription, becuase frankly students don't login to the cousre. They disappear for days, and then claim they didn't know or couldn't find...and then claim they are overwhelmed. You also just can't "catch up" once a discussion has ended. The flow has moved on. There are also students that for some reason just prefer to get the posts via email. I've had several students tell me that they liked to view posts from their cell phones... So, i force subscription to all/only the essential forums in the course. The reality is that I can't force students to login to the course and click on the discussion and other areas of the cousre to see all that is happening. And i need a way to make sure that they are aware of the level of activity in the course and what is happening. me
-
- ...28 more annotations...
-
I feel as though students must be subscribed to forums, but be forewarned that they need to develop a system for themselves to allow for tracking of the dialogue and how they want to participate in that dialogue.
-
i don't remember this being a problem in past semesters and i wonder if a default was changed at the system level. I thought everyone got a daily digest of subject lines and that highlighted new forum post tracking was automatically enabled by default... based you your feedback here, i have added "forewarning" : ) to 2 of the course information documents (contact and evaluation). : ) me
-
-
my presence could be demonstrated in other ways than just logging in daily or talking to students.
-
This is were the “earth-shattering” part comes in. I am learning that I am not letting the students go. I am going to be there.
-
In the beginning of this course my intention was to translate my f2f assignments and activities to an online format. This made me feel comfortable as I knew that these activities worked for me and for most of my students. Yet, as I began to learn about presence and community it became apparent that these f2f activities did not embody presence or community building. They represented ease for me, and that cannot be the focus in online learning.
-
My two issues with online education before the start of this class dealt with the actual education being offered as well as the connections being formed.
-
But the theory in this course has allowed me to see that in practice, online education can allow for a sound education and a classroom community that can match that of most f2f classrooms.
-
Online learning allows an instructor the opportunity to put everything into place before the course starts so that students come in being able to see all that they need to be successful. This may not always be the case with f2f courses. Additionally, to make sure that such theories as presence and community are present in online courses online instructors often have to do more to ensure success in their classes. For these reasons I am starting to believe that online education, when combined with effective theories can eventually surpass f2f learning.
-
While it probably should not be surprising that I feel prepared to teach online at the end of a course in online teaching, for me, I feel as though it is quite a surprising development and one I hope to pursue.
-
The article written by Mark Edmundson, a professor at UVA, questions the validity of online learning.
-
I have discovered that my thoughts are completely different on online education as a result of this class. While this is probably not a huge development it has been interesting to watch my opinions change so much. So, for the moment that is where I am.
-
Being truly present requires that the students feel your presence as they are completing assignments and learning – knowing what is expected of them and what they expect of the instructor.
-
if a student knows what to do and how to do it (presence) he/she might feel more comfortable branching out in discussions and discussing points with a majority of students instead of just discussing with the same people at the same time. But community depends heavily on presence and the two really work in tandem.
-
Instead, instructors, both f2f and online, need to assume that their students do not know how to do something. Taking the time to explain something may seem tedious but it will provide for greater clarification, greater learning, and more meaningful assessments. Taking the time to just let students know what to do and how to do it has the potential of increasing the enjoyment of learning for all involved!
-
Coming into this course I figured we would read a few articles about online education and create a course shell for an online course. Additionally, I came into this course assuming online education failed to meet the standards of f2f education. Now, my thoughts are completely changed.
-
Leaving this course I feel as though I could write an effective rebuttal of that argument and I believe that illustrates a great amount of growth for a person who entered this class questioning the merits of online education.
-
Yet, I feel as this is one of the first courses that will let me leave with having a profound change in thinking.
-
o in my new “educated” role, I would like to try and be an advocate for online education. I will try to discuss the field more often and when I hear someone mention online education I will ask them what they know about it and what they think about it. Striking up conversations allow for the spread of ideas and maybe eventually online education will gain the same prominence that many f2f courses currently possess. (4)
26More
I am a high school librarian continuing my education to keep my library updated with tr... - 2 views
-
introduction post counted (which apparently it didn’t) that now I am behind.
-
I did that wrong too
-
I enjoyed being able to observe the exemplary courses also.
- ...11 more annotations...
-
The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
-
I know it hasn’t been utilized much or for a long period
-
research
-
Research is a difficult topic to entice high school student with.
-
I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
-
online learning in k-12 students
-
part.
-
am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
-
community.
-
Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
1More
School Engagement: Potential of the Concept, State of the Evidence - 0 views
-
"The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think-research that could aid in the development of finely tuned interventions "
17More
Educational Leadership:Teaching for Multiple Intelligences:Integrating Learning Styles ... - 0 views
-
Learning-style theory begins with Carl Jung (1927), who noted major differences in the way people perceived (sensation versus intuition), the way they made decisions (logical thinking versus imaginative feelings), and how active or reflective they were while interacting (extroversion versus introversion)
-
Most learning-style theorists have settled on four basic styles. Our own model, for instance, describes the following four styles: The Mastery style learner absorbs information concretely; processes information sequentially, in a step-by-step manner; and judges the value of learning in terms of its clarity and practicality. The Understanding style learner focuses more on ideas and abstractions; learns through a process of questioning, reasoning, and testing; and evaluates learning by standards of logic and the use of evidence. The Self-Expressive style learner looks for images implied in learning; uses feelings and emotions to construct new ideas and products; and judges the learning process according to its originality, aesthetics, and capacity to surprise or delight. The Interpersonal style learner,1 like the Mastery learner, focuses on concrete, palpable information; prefers to learn socially; and judges learning in terms of its potential use in helping others.
- ...13 more annotations...
-
In integrating these major theories of knowledge, we moved through three steps. First, we attempted to describe, for each of Gardner's intelligences, a set of four learning processes or abilities, one for each of the four learning styles. For linguistic intelligence, for example, the Mastery style represents the ability to use language to describe events and sequence activities; the Interpersonal style, the ability to use language to build trust and rapport; the Understanding style, the ability to develop logical arguments and use rhetoric; and the Self-expressive style, the ability to use metaphoric and expressive language.
-
In MI theory, I begin with a human organism that responds (or fails to respond) to different kinds of contents in the world. . . . Those who speak of learning styles are searching for approaches that ought to characterize all contents (p. 45).
-
They recognize the role of cognitive and affective processes in learning and, therefore, can significantly deepen our insights into issues related to motivation.
-
They tend to emphasize thought as a vital component of learning, thereby avoiding reliance on basic and lower-level learning activities.
-
Learning-styles models have a couple of limitations. First, they may fail to recognize how styles vary in different content areas and disciplines.
-
Second, these models are sometimes less sensitive than they should be to the effects of context on learning.
-
Emerging from a tradition that viewed style as relatively permanent, many learning-style advocates advised altering learning environments to match or challenge a learner's style. Either way, learning-style models have largely left unanswered the question of how context and purpose affect learning.
-
But learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact.
-
The theory of multiple intelligences is an effort to understand how cultures and disciplines shape human potential
-
Though both theories claim that dominant ideologies of intelligence inhibit our understanding of human differences, learning styles are concerned with differences in the process of learning, whereas multiple intelligences center on the content and products of learning. Until now, neither theory has had much to do with the other
12More
My Reflections (Gary) - 0 views
-
This becomes a problem in education if you have a policy, as my school, of no electronic devices on during school hours. I think this subject can be a huge debate among educators, but encourage for an online course.
-
it just can’t be reading and discussions, so there needs to be virtual activities and videos to help them visualize the concept that we are learning about.
-
I kept falling off the second floor of the building and running into walls,
-
here is a little video i made of my first year in SL. http://etap640.edublogs.org/secondlife-if-my-avatar-could-talk/ : ) me
-
- ...6 more annotations...
-
I believe my list of assumptions can get very long, knowing how unpredictable this age group can be. Now that I am not assuming anything, I can move on to the next step at planning this awesome astronomy course.
-
In this class, i had to wrap my head that I have to design a course that the student is responsible for their learning with me as a facilitator.
-
I have so many ideas that I have learned from this course that I want to implement them all into my class. But, I really need to stand back and reflect. The most I got from this class is all the information that everybody shared on diigo.com and in their discussions. I am very proud of everybody’s contribution to my education and their own. I loved how everybody had a share in the teaching presence and how Alex facilitated the learning. This was an an excellent example of an effective student-centered learning environment.
-
. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. 2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. 4. Use content-specific tools, software, and simulations to support learning and research. 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. 6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom. 7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside of the classroom. 8. Select and use appropriate tools and technology resources to accomplish a variety of task and solve problems. 9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving. 10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. I do believe that these standards should assist the students in either online or face-to-face class to succeed with learning. I am actually going to observe and take notes of my 8th graders to see how many standards that they can achieve. I had a great summer learning and being challenged to do my best at learning.