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ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 0 views
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Abstract In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
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Cognitive Apprenticeship - 0 views
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ownload annotated Powerpoint slides
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problem solving activities should not be "neat" and pre-defined, but rather, complex with students required to discover relevant procedures
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Coaching and scaffolding is a key part of situated materials
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Perhaps the most critical component of situated learning is communication among peers
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Instructional Strategies Online - Scaffolding - 0 views
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Task definition Model performance while thinking out loud - either direct or indirect instruction Specification and sequencing of activities Provide prompts, cues, hints, links, partial solutions, guides and structures Fade when appropriate
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Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views
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A massive open online course (MOOC) is a potential byproduct of open teaching and learnin
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Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
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The community-as-curriculum model invert
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the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.7
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Roles of Educators in Online Courses
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Self-Regulation-Research - 0 views
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Current research indicates that some gifted students possess better self-regulated learning strategies than their peers, however gifted students may have done very well in school without using good self-regulation strategies because of a combination of their high abilities and/or an unchallenging curriculum. If learning is relatively easy for someone, less effort, organization and other self-regulated activities are expended. Social conditions or personal issues may prevent students from developing self-regulated learning strategies. For some students who already have some of these strategies, social or personal issues may prevent them from using them regularly, and thus, they need to be helped and encouraged to do so. Some gifted and talented students display perfectionism and need to learn to strive for excellence (their personal best) rather than perfection. Some talented students with high potential may find it difficult to learn self-regulation when it is not taught, modeled, or rewarded by the adults in their home and family. Even if students interact regularly with adults who demonstrate self-regulation, they may fail to use these skills themselves due to peer pressure or refuse to use the strategies their parents or teachers regularly employ at home or school. Compared with low achieving students, high achievers set more specific learning goals, use a variety of learning strategies, self-monitor more often, and adapt their efforts more systematically. The quality and quantity of self-regulation processes is crucial. We must recognize that one self-regulation strategy will not work for all students, and that the use of only a few strategies will not work optimally for a person on all tasks or occasions. It is important that students learn to use multiple self-regulatory learning skills rather than single strategies. They must also learn that their goals and their choice of self-regulation strategies have to be continually adjusted.
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This is an excellent resource to provide guidance in developing self-regulated learning skills in students. It is geared toward the talented and gifted population, but I believe it can be used with other populations as well.
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Scaffolding Instruction for English Language Learners: A Conceptual Framework - 0 views
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I do believe scaffolding is so benefical for ELLs however, as we enter the common core it is questioned whether modeling is most effective. It is very difficult for ELLs to be able to explore and manipulate concepts, especially in mathematics, because they are used to process and/or step by step learning. How do you overcome step by step instruction to analyzing and strategy instruction?
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Malczyk Mirror | Am I an online learner or an online teacher? - 1 views
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access to highspeed internet
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Perhaps the mark of an effective teacher is not that there students have all the right answers but that there students know how to ask the right questions.
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I appreciate the chance to reflect and recognize that the “me” that comes out in the blog is different than the “me” in the discussion area. I want my students to have various opportunities to express themselves.
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reveals things about myself.
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his has been a great exercise to realize that my personal preferences are not likely everyone else’s preferences and should therefore be thought through.
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I really believe that this course has taught me important skills because I was required to actually use the skills I was learning about.
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when I am able to direct the topic of my learning I am more engaged. It becomes a joy to find additional resources instead of chore. Online courses offer a unique aibilty to have more individually focused learning in discussions that I have greatly benefitted from during this semester.
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. My learning was enhanced when I sat down and made time for the course. Even though it is an online course, I had to treat it at times like a traditional course and block out an hour or two or three as if it were a class time. Then I was much more productive. Setting aside time for online courses is a must as many others have recognized. 2. If my life was sufficiently complex to hinder learning, how much harder it must be for young students who face much more challenging conditions. I have a very supportive wife and family, a car to get from place to place, an office and access to fast reliable internet. Many youth who we criticize for dropping out or doing poorly in school have no such supports or access. They live in unsafe conditions, lack examples and role models and may even be lacking basic necessities of life like food and safe shelter. These conditions are the real hindrances to learning and have been recognized as such for some time.
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Suffolk Cooperative Library System - 0 views
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A cooperative enterprise such as SCLS cannot be articulated just through a list of services or with information about the service center itself. The strength of our System lies in the diversity, experiences and knowledge of each of its members as they work together for a common purpose. We believe that local control, coupled with aggressive cooperation, is the best organizational model for the libraries and their System.
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Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views
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The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
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Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
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Yuri Lotman,
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described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
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texts “fulfill at least two basic functions:
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fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
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online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
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For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
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our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
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the posting data support the claim that the teachers adopted an initiating role.
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Greater activity:
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Greater influence on topic:
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Faster response times:
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When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
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Orientations to Teaching
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Activity Orientation
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In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
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offered students tips about articles, books and Internet sites
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Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
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None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
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Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
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In contrast to the teachers most of the student group were satisfied with the course conversations.
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A few
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felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
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Many students emphasised the importance of teaching that corroborated or validated their learning.
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None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
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This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
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Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
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three different aspects of teaching,
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a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
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Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
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Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
A FOLLOW-UP INVESTIGATION OF "TEACHING PRESENCE" IN THE SUNY LEARNING NETWORK Shea, Pi... - 0 views
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shared by Gary Bedenharn on 10 Jun 12
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Google Earth - 0 views
www.google.com/index.html
model astronomy planets solar system orbit google maps earth googleearth science
shared by Gary Bedenharn on 10 Jun 12
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Interactive program to observe the locations of from the bottom of the ocean to deep space.
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A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 1 views
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Participants also highlighted positive aspects related to support received. Respondents to the PLENK2010 survey were appreciative of how the facilitators led without directing and also of the work and engagement provided by the facilitators. Thus, teaching presence, especially exemplified through course design and the type of facilitation, turned out to have a powerful effect on student perceptions of support, inclusiveness, and overall satisfaction with the course. The participants valued greatly the autonomy on connections and participation in networks: “We were given free choice and allowed autonomy about our ways to connect and participate in the network. I greatly value this approach to learning and working together.”
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table, trusted, and valued, and where people can access and interact with resources and each other. The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
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shared by Catherine Strattner on 17 Jun 12
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ScienceDirect.com - Journal of Research in Personality - How Sensation Seeking provides... - 0 views
www.sciencedirect.com.libproxy.albany.edu/...S0092656610001595
psychology learning theory styles Sensation Seeking research personality outcomes
shared by Catherine Strattner on 17 Jun 12
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This journal article addresses The Hybrid Model of Learning in Personality- a different view towards learning styles.
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Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Jo... - 0 views
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The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012) and articles by practitioners whose perspective is their own MOOC courses.
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The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
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Can xMOOCs make money?
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technology has been about to transform education for a long time
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In 1841 the 'inventor of the blackboard was ranked among the best contributors to learning and science, if not among the greatest benefactors to mankind'. A century later, in 1940, the motion picture was hailed the most revolutionary instrument introduced into education since the printing press. Television was the educational revolution in 1957. In 1962 it was programmed learning and in 1967 computers. Each was labelled the most important development since Gutenberg's printing press.
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But first, we agree with Bates (2012) that what MOOCs will not do is address the challenge of expanding higher education in the developing world. It may encourage universities there, both public and private, to develop online learning more deliberately, and OER from MOOC courses may find their way, alongside OER from other sources, into the teaching of local institutions.
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He notes (Siemens, 2012) that 'MOOCs are really a platform' and that the platforms for the two types of MOOC that we described at the beginning of the paper are substantially different because they serve different purposes. In Siemens' words 'our cMOOC model emphasises creation, creativity, autonomy and social networking learning.
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teaching methods 'are based on very old and out-dated behaviourist pedagogy, relying primarily on information transmission, computer-marked assignments and peer assessment'.
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Another myth is that computers personalise learning. Bates (2012) again: 'No, they don't. They allow students alternative routes through material and they allow automated feedback but they do not provide a sense of being treated as an individual.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves. The University of Michigan (2012) (which made history by using OER from Africa in its medical school) uses OER extensively in its Coursera course Internet History, Technology and Security. UC Berkeley (2012) draws extensively on OER in its course on Quantum Computing.
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pedagogy is not a familiar word on the xMOOC campuses. It is a myth that professors distinguished by their research output are competent to create online courses without help.
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This, in turn, will put a focus on teaching and pedagogy to which these institutions are unaccustomed, which will be healthy. At the same time academics all around the world will make judgements about the intellectual quality and rigour of the institutions that have exposed themselves in this way.
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With such support MOOCs provide a great opportunity to develop new pedagogy. In a world of abundant content, courses can draw from a pool of open educational resources (OER) and provide their students with better and more varied teaching than individual instructors could develop by themselves.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students are made accountable for their own education and are able to reflect on what they are learning. -
Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
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This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
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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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This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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Bodes well for gobalization of education, especially when supported by language conversion apps.
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Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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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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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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I wonder what the limit on class size is for an online course to feel "intimate."
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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How do we make the jump and empower students to actually take on the role as a teacher?
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explain, share, comment upon, critique
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explain, share, comment upon, critique
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unresearched responses in the limited time
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unresearched responses
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I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
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There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
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can refer to their course materials and think through their answers
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I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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On average, online courses are far more writing-intensive than traditional classes have ever been.
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he first response that comes to mind rather than the best possible response
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and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
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as a result of the relative anonymity
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It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
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online education can be done well,
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It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
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Fearless Writing (a book by Tom Romano) - 2 views
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This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model? -
Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
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Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
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Teaching in an Online Learning Context - 0 views
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Activities in this category of teaching presence include building curriculum materials.
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design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
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Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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personalized tone within the course content.
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his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
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This writing style helps the learner to identify, in a personalized way, with the teacher.
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This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.