complex, challenging, and sometimes even messy problems that closely resemble real life
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Benefits of Project-Based Learning - DEP_pbl_research.pdf - 0 views
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engage students, cut absenteeism, boost cooperative learning skills, and improve academic performance
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have significance beyond the classroom
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DailyTech - Obama Reveals National Wi-Fi Plans, Claims it Will Cut Deficit by $10B USD - 0 views
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According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans. Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to. That said, these regions often perform vital functions to our nation's economy like food-growing.
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According to President Obama, $5B USD of the funding will be used to expand wireless coverage from 95 percent of Americans to 98 percent of Americans. Most of these 3 percent live in impoverished or remote areas that don't make sense for the profit-driven telecoms to come to. That said, these regions often perform vital functions to our nation's economy like food-growing.
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The benefits of the public safety network are obvious. The government will be able to prevent some of the loss of life and property that occurred in events like Hurricane Katrina. And the public will be less likely to endure the fear and uncertainty that it did on the infamous 9/11 attacks in 2001.
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the National broadband plan will be executed over the next 10 years, with much of its success criteria targeting improvements at the five year mark.
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Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
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Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
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Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
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Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
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Under the proposal a "one-time investment" of $5B USD would also be added to the pool. This investment would go towards expanding rural 4G wireless coverage.
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Also, it's hard to argue that the government should take no action to try to expand wireless and broadband availability. Much like high-speed rail, the U.S.'s competitors are spending to expand this infrastructure, and if the U.S. doesn't keep up, it risks becoming a second-class power. And the private sector, due its focus on profits, has expressed little interest in preventing this from happening. So at the end of the day the government has to step in, but the questions are "in what way?" and "how much?"
Improving learning through reflection - part one - 0 views
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Lean Six Sigma and Process Improvement Resources - 1 views
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this was found using MERLOT, and is something I can use to module a structure of some of my activities off of, as well as point students to during their research of the different tools
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this was found using MERLOT, and is something I can use to module a structure of some of my activities off of, as well as point students to during their research of the different tools
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 3 views
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global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
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social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions.
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, “We participate, therefore we are.”
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We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
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culture of sharing,
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Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
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seeking the knowledge when it is needed in order to carry out a particular situated task
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thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important
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Using Peer Review to Help Students Improve Writing | The Teaching Center | Washington U... - 0 views
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Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views
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measurable criteria that can be counted or marked as present or not present in the work that is being evaluated.
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This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
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Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
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will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
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writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
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that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
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Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well.
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Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
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better diagnostic information and provide students more feedback about how to make his or her work better
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
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Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
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E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
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G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
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Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
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Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
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One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
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If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
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Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
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when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
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Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
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Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
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WPI Teaching with Technology Collaboratory - Improving Your Teaching Presence in Distan... - 0 views
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Teaching critical thinking through online discussions. - 0 views
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-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
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The Role of Questions in Teaching, Thinking and Le - 0 views
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If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
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This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
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How deep questions drive thought. Statements are contrived originally by answering questions.
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shared by Joy Quah Yien-ling on 11 Jul 10
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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
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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.
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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).
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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).
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Online Course Design - 0 views
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So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
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From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
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And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
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People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
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From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
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“You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
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I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
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Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
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I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
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An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to successfully transfer learning, which is basically one of great challenges of teaching. So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
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As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
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Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
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Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
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this is a process
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My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
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Confucius
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In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.