If it's "our classroom", have the children help you to decorate it in a way that will make them feel some ownership. Of course, you should feel free to hang in advance things that you need in order to teach (e.g.- maps, letter charts, etc.).
Group items matching
in title, tags, annotations or url
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Community in the Classroom - 0 views
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However, it is clear that students who feel part of a school community are more likely to learn in school and less likely to interfere with the progress of others. It is also clear that the interpersonal skills and menchlekeit we expect from our students will not simply happen. We must help them develop by building community.
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edX - Home - 0 views
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Through this partnership, the institutions aim to extend their collective reach to build a global community of online learners and to improve education for everyone.
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by MIT and Harvard that will develop an open-source technology platform to deliver online courses. EdX will support Harvard and MIT faculty in conducting research on teaching and learning on campus through tools that enrich classroom and laboratory experiences.
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Adding humor to high-tech presentations has some serious advantages | trainingmag.com - 0 views
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Just a site with some fun ideas to keep in mind as we develop these courses. Enjoy!
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Bloom's Taxonomy Blooms Digitally | Tech Learning - 0 views
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Searching or "Googling" - Search engines are now key elements of students' research. At its simplest the student is just entering a key word or phrase into the basic entry pane of the search engine. This skill does not refine the search beyond the key word or term.
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Social bookmarking – this is an online version of local bookmarking or favorites, It is more advanced because you can draw on others' bookmarks and tags. While higher order thinking skills like collaborating and sharing, can and do make use of these skills, this is its simplest form - a simple list of sites saved to an online format rather than locally to the machine.
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Playing – The increasing emergence of games as a mode of education leads to the inclusion of this term in the list. Students who successfully play or operate a game are showing understanding of process and task and application of skills.
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Tagging – This is organising, structuring and attributing online data, meta-tagging web pages etc. Students need to be able understand and analyse the content of the pages to be able to tag it.
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Blog/vlog commenting and reflecting – Constructive criticism and reflective practice are often facilitated by the use of blogs and video blogs. Students commenting and replying to postings have to evaluate the material in context and reply.
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Interesting that responding to someone else's blog is more of a higher level thinking skill than writing one.
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Moderating – This is high level evaluation; the moderator must be able to evaluate a posting or comment from a variety of perspectives, assessing its worth, value and appropriateness.
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Students frequently capture, create, mix and remix content to produce unique products.
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Critical Literacy, Digital Literacies, and Common Core State Standards: A Workable Union? - 0 views
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Citation of evidence” and“analysis” are malleable activities, and this mal-leability provides opportunities for educators tocurve them to include a stronger critical literacycomponent.
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Analyze a complex set of ideas or sequenceof events and explain how specific individuals,ideas, or events interact and develop over thecourse of the text
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(d)emonstrate command of technology, includ-ing the Internet, to produce, publish, and updatework in response to ongoing feedback, includingfresh arguments or new information
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Cite strong and thorough textual evidenceto support analysis of what the text saysexplicitly as well as inferences drawn fromthe text, including determining where the textleaves matters uncertain
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Analyze and evaluate the effectiveness ofthe structure an author uses in his or herexposition or argument, including whether thestructure makes points clear, convincing, andengaging
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Determine an author’s point of view or pur-pose in a text in which the rhetoric is partic-ularly effective, analyzing how style and con-tent contribute to the power, persuasiveness,or beauty of the text.
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Evaluation of Evidence-Based Practices in Online Learning - 3 views
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This report, published in 2009, is a very comprehensive meta-analysis and review of online learning studies commissioned by the U.S. Department of Education Office of Planning, Evaluation, and Policy Development. -
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Tools for the TEKS: Integrating Technology in the Classroom - 0 views
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Until recently, asynchronous online discussions have been largely limited to text-based interactions. The continued development of “web 2.0” technologies, or “read/write web” tools, is changing the online interactive landscape, however. Free web services like YackPack (www.yackpack.net) and Vaestro (www.vaestro.com) permit users to engage in audio-based discussions with others using only a computer microphone and a web browser. The audio recordings are immediately stored to a server on the Internet, rather than being saved on local hard drives and then subsequently uploaded to a server. The process is amazingly easy and straightforward, providing multiple benefits for users as well as instructional possiblities for educators.
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The respective slogans of both YackPack and Vaestro succinctly communicate their similar goals of empowering users to engage in web-based discussions via audio recordings.
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These interactive podcasting tools are admittedly examples of potentially “disruptive technologies” which may strike fear into the hearts of some school administrators and classroom teachers. The basic reason for this boils down to issues of control. Could students make poor choices and choose to record offensive or inappropriate comments using these tools? Of course. But as educators, shouldn’t we strive to provide environments where students can make REAL decisions of import and value, so they can learn how to behave appropriately in different contexts? The virtual world is here to stay, and educators at all levels need to get more serious about helping student learn to safely and effectively navigate that environment. An analogy to swimming may be appropriate here. If students are living on the coast, and are exposed daily to the dangers as well as opportunities of the ocean, shouldn’t any responsible caretaker strive to help those students learn to swim? Our answer must be “yes.” Interactive podcasting is one read/write web technology that can be used to help achieve this goal in the virtual enviornment.
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udioBlogger (www.audioblogger.com) is a free service which permits users to create audio podcasts using their cell phone, which are directly saved to the Internet and “subscribable” via an automatically generated RSS feed. Just as AudioBlogger permits anyone with a cell phone and access to the Internet to create a free online account to become an international podcaster, services like YackPack and Vaestro are likely to continue maturing and offer increasingly powerful ways for people to interactively podcast. These tools are powerful and rich in their educational potential.
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Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
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Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
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results—results frequently unattainable in a command-and-control management setting
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the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
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But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
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development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
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materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
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. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
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Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
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transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
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are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
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This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
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In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
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Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
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To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
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emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
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The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
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JOLT - Journal of Online Learning and Teaching - 0 views
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performance
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A few students indicated it was hard to have discussions when they did not know with whom they were discussing. One student said, “It was weird because I was having this online in-depth discussion with someone I had never seen before, and it felt a little creepy.”
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that's why an ice breaker in the beginning is really important. You get to know each other, so you won't feel creepy
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In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction
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problem-solving
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participation
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A characteristic of an online course design model includes the reliance of the group discussion
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one of the most beneficial tools of online learning is the discussion board
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participation
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social presence and collaboration
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interaction and knowledge construction
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students' satisfaction, participation
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Is there a difference in the quality of online asynchronous discussions and traditional classroom discussions
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The online and traditional groups were given the same set of guiding discussion questions
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the quality of discussion that occurs in online and traditional instruction is similar when specific content-related questions are provided to structure the discussions
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MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views
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hi! join this resource and browse the collections of materials. In MERLOT you may find simulations and other cool resources in your discipline that might assist you to achieve one of your learning activities. happy exploring! me -
I heard so much about MERLOT, now finally have a chance to explore it. Great! -
There is a wealth of information here! Its almost too big unless you are looking for something specific!
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Putting Educational Innovations Into Practice Find peer reviewed online teaching and learning materials. Share advice and expertise about education with expert colleagues. Be recognized for your contributions to quality education.
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Alex has this website in our course, but I find it very interesting for exploration purposes. I came upon this website when searching "multimedia"
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This site has groups you can explore and/or join in areas of interest. There are materials in ready to use formats too.
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Seems to be more geared toward higher ed, but still a great source of ideas and inspiration. -
Free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services.
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shared by Kristen Della on 04 Jun 11
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Instructional Design Knowledge Base - 0 views
classweb.gmu.edu/...models_theories.htm
instructional design pedagogy online learning Self-regulation task-structuring instructional technology
shared by Kristen Della on 04 Jun 11
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This instructional design knowledge base was compiled by Associate Professor, Nada Dabbagh, for the Instructional Technology Program at George Mason University.Dr. Dabbagh teaches graduate courses in Instructional Design, Applied Learning Theory, and E-Learning Design and Pedagogy. Her professional area of expertise is Instructional Design and Development. Her main research interests are: Task structuring in online learning environments, Problem generation and representation in hypermedia learning environments, and Supporting student self-regulation in distributed learning environments.
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Perspectives of Instruction - 0 views
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By now, you should understand how to conduct a needs assessment and goal analysis, in order to determine the barrier to the optimum performance of your learner. Regardless of what kind of barrier you are dealing with, you, as the Instructional Designer, need to be able to put yourself in the learner's shoes. These three theories are used in the field of Instructional Design as guidelines for understanding how to develop instruction that will be most effective for the learner.
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shared by Diane Gusa on 16 Jun 11
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The Ed Techie: Using learning environments as a metaphor for educational change - 0 views
nogoodreason.typepad.co.uk/...or-for-educational-change.html
module 2 21stcenturylearning e-learning WEB2.0 education learning_environments
shared by Diane Gusa on 16 Jun 11
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It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
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In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
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Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
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Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
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f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
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Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
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To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
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lecture hall ‘said’ about learning,
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Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
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Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
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"Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
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Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia -
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connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
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Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
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Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
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I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
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‘eduglu’
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SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
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ETAP640amp2011: How am I doing it in this course? And how are you doing it? - 0 views
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Hi Ian, I want to respond to this post (about informative posts); however I am waiting for a book to arrive so I can first learn what I want to say "backed" by research. Look for it next Monday (somehow I will fit it into something :) )
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I so agree Kimberly. I do wonder will you plan on helping your students to know how to find. My process was developed over my years working on my dissertation. My students only know Wiki. I think one of my first assignments is sending them to our college librarian for guidance, but then she will be doing the telling, and we all know how much you learn when you are told :)
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Hybrid Courses: Faculty Resources - 0 views
www4.uwm.edu/...tips.cfm
faculty development blended blended_learning Kristen Dellasala hybrid hybrid_courses instructional design instructionaldesign
shared by alexandra m. pickett on 09 Jul 11
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THE ROLE OF COMMITMENT TO PEDAGOGICAL QUALITY: THE ADOPTION OF INSTRUCTIONAL TECHNOLOGY... - 0 views
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This study examined the importance of faculty's commitment to pedagogical quality (CPQ) in predicting instructional technology adoption. A customized electronic survey of 27 questions was developed and implemented to four higher educational institutions and yielded 104 usable surveys. Data were analyzed with SPSS using correlation and backward stepwise regression methods. Results indicated CPQ is related to instructional technology adoption. Beliefs about instructional technology and categorical variables (academic title, years taught in higher education, and tenure status) affect both CPQ and faculty adoption of instructional technology independently. Intrinsic and extrinsic motives, and teaching in health-related courses also predict adoption
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The Development of a Community of Inquiry Over Time in an Online Course - 0 views
