ues:
Provides emotional and psychological closure to the classroom thereby reducing awkwardness.
Acts as an opportune time to summarize central ideas and review content.
Wraps up the class in ways that add to students' entire semester-long experience and sense of accomplishment.
Group items matching
in title, tags, annotations or urlConnected Knowing and Subjectivism - 0 views
11More
Closing your course - 0 views
-
-
Give students some memento from the course experience. Just as with a memorable trip, people enjoy having something to remember important events in their life.
-
Contribute to a sense of accomplishment. In one sense an activity can put closure on the class from an academic or learning based perspective. Completing your class should be seen as something worthwhile and important.
- ...8 more annotations...
-
Create the feeling that the class has come to a culmination and it is time to move on.
-
Projects, Letters, Brochures
-
Emotional Parting Way
-
Taking the time to say "good bye" and "thank you" to students can be very effective.
-
Particularly meaningful quotes can be distributed to students, or put on an overhead at the end of the last day of the course or during the final as a way of ending the class
-
Your own style.
-
Type of Closure
-
If no community, no need for closur
6More
ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views
-
Online education, on the other hand, is declared to be “a more student-centered, collabora- tive, and egalitarian learning environment” (Weisenberg & Hutton, 1996). In this new paradigm, students become self-motivated managers of their own learning instead of passive bystanders, with the ability to select learning activities that best fit their backgrounds, interests, and careers
-
(Zhang and Nunamaker, 2003), while instructors move away from the roles of an oracle, lecturer, and purveyor of knowledge toward those of a facilitator, guide, and mentor (Bernard et al., 2000; Eastmond, 1996; Leidner & Jarvenpaa, 1995; Murphy & Cifuentes, 2001; Raymond, 2000; Shedletsky & Aitken, 2001; Weisenberg & Hutton, 1996). In essence, it is believed that the online forum breaks down the teacher-student hierarchy (Weisenberg & Hutton, 1996).
-
Our conclusion after reviewing the various points of view on this issue is that the notion of stu- dent-centeredness needs to be further clarified before one can even start determining whether or not the student-centered philosophy is a precondition for effective online IS courses
- ...3 more annotations...
-
This myth, somewhat related to myth #2, arises from and also reinforces the belief regarding the (allegedly) changing role of faculty.
-
This myth therefore implies that Page 11 Sarker & Nicholson 65 online education either automatically enables a change, or at the very least, requires a change in attitude/approach of the instructor in order to be effective
-
Our own conclusion is that the “guide” versus “sage” debate reflects deep-rooted assumptions and philosophical beliefs regarding the nature of education, including online education, rather than empirical reality associating pedagogical style and effectiveness of courses delivered over different media. I
1More
Teaching Presence Online Facilitates Meaningful Learning - 0 views
-
Review of CoI model and some strategies for promoting social and teaching presence
22More
Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
-
Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
-
suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
-
Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
- ...19 more annotations...
-
all humans have an intrinsic need to be self-determining or autonomous
-
as well as to feel competent
-
connected
-
SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
-
a perception that what they do will not affect the outcome
-
an attribution of low value to the task being undertaken
-
the tendency to focus only on intrinsic motivation
-
It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
-
Case study one was situated within a compulsory integrated science and technology course
-
Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
-
suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
-
suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
-
associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
-
these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
-
practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
-
he relevance and value of the task
-
need to be clearly identified and linked to learning objectives to help
-
By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
-
ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
3More
Google Tips and Tricks Every Student Should Know - 2 views
-
Finally, learn how to use Google Scholar to find research material (peer-reviewed journals, patents, and more), with this video from Googler Dan Russell (or a very quick list of tips from Google here)
-
Google Drive comes with a research tool that finds information for you while you work on your paper. It also conveniently grabs the citation and inserts it, already formatted, for you into your document.
17More
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 3 views
-
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.
-
Web 2.0, has blurred the line between producers and consumers of content
-
the Web 2.0 is creating a new kind of participatory medium that is ideal for supporting multiple modes of learning
-
In addition to supporting multimodal learning, the participatory nature fosters student engagement.
-
- ...7 more annotations...
-
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.
-
, “We participate, therefore we are.”
-
Some people say that if you are not participating in social media, then you "don't exist". I think it is interesting to see that idea brought up in an educational context.
-
-
We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
-
-
culture of sharing,
-
-
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).
-
There are clear benefits of cooperative learning and knowledge construction.
-
-
seeking the knowledge when it is needed in order to carry out a particular situated task
-
I have been intrigued about the idea of just in time education. It would seem more authentic for students to learn skills or information as it is needed to complete some bigger task - perhaps in a problem based learning situation? This is definitely something I want to consider more.
-
-
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
-
"thereby enabling a new kind of critical readingâ€"almost a new form of literacyâ€"that invites the reader to join in the consideration of what information is reliable and/or importan"
4More
Microsoft Word - SelfPeerAssessment.doc - 0 views
-
peer pressure
-
endency to award everyone the same mark.
-
feel ill equipped
-
4More
TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views
-
have a better understanding of the standards, gradations, and expectations of the assignment
-
sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
-
with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
- ...1 more annotation...
-
tudents feel more empowered and their learning becomes more focused and self-directed.
1More
shared by Alicia Fernandez on 08 Jul 14
- No Cached
Online social networks as formal learning environments: Learner experiences and activit... - 0 views
www.irrodl.org/...2077
Online learning learner experience online social networks social networking sites Elgg
shared by Alicia Fernandez on 08 Jul 14
- No Cached
-
Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation.
5More
Student peer assessment - 0 views
-
By judging the work of others, students gain insight into their own performance
-
-
An important role for self and peer assessment is providing additional feedback from peers while allowing teachers to assess individual students less, but better
-
double anonymity of assessors and assessees
- ...1 more annotation...
-
eaknesses can be avoided with anonymity, multiple assessors, and tutor moderation.
2More
Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction | And... - 2 views
-
Research of six types of interaction that can lead to a meaningful" distance education experience. -
http://ualbany.mrooms.net/pluginfile.php/22065/mod_page/content/10/manual/manual_ETAP64... - 0 views
4More
Student-centred learning: What does it mean for students and lecturers? - 0 views
-
Reviews various perspectives of "student-centered" and offers techniques for making your class more student-centered.
- ...1 more comment...
-
-
"The term student-centred learning (SCL) is widely used in the teaching and learning literature. Many terms have been linked with student-centred learning, such as flexible learning (Taylor 2000), experiential learning (Burnard 1999), self-directed learning and therefore the slightly overused term 'student-centred learning' can mean different things to different people. In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation." -
is chapter aims to: Give an overview of the various ways student-centred learning is defined, Suggest some ways that student-centred learning can be used as the organising principle of teaching and assessment practices, Explore the effectiveness of student-centred learning and Present some critiques to it as an approach.
33More
Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
-
Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%, and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
-
learners in employment bring a different set of needs, strategies and motivations to the learning process.
-
frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
- ...27 more annotations...
-
Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
-
Cognitive Load Theory
-
states that learning is initially processed in working memory
-
Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
-
Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.
-
“Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
-
It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning.
-
This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
-
The multi
-
al learning tasks of the first time eLearner
-
dimension
-
(1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
-
come to terms with the computing technologies involved.
-
develop a mental model of the content structure and navigation system in order to find his/her way around
-
engage with the learning materials, readings, activities and assessments that make up a programme of study
-
Confronting the actual content and of becoming a learner again.
-
anxiety
-
abandon his/her existing mental model of what it is to be a learner in a formal learning situation
-
embrace a model based on a self-directed and motivated learner
-
undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
-
Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out.
-
actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
-
Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
-
Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
-
In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
-
The one area where something may be done to reduce attrition is in the early stages of an online course.
-
Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course. Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.
-
Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience. -
The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested. -
Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
21More
Transformation via Online Learning - 4 views
-
original target audience,
-
-
Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
-
-
adult online students
-
-
I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
-
-
students who attend fully online
-
-
Are these students that solely attend online classes? Do they attend classes on campus as well?
-
- ...8 more annotations...
-
traditional and non-traditional students i
-
This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
-
The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
-
-
If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
-
in my experience this "undergrad" or age variable is not significant. : )
-
I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
-
-
Jun 12th, 2014
-
Aug17
-
Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
-
I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
-
-
-
Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
23More
Instruction by Design - 5 views
-
I was a bit surprised
-
why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
-
-
I have been pushed to find out and learn about topics relevant to me!
-
-
I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
- ...14 more annotations...
-
After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
-
First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
-
When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course. I am working with the concepts and ideas introduced in each module, researching, relating, and making connections. Then I bring my work back to the community to share. My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
-
Now we are discussing how we are using text based environments to create intimacy in learning environments. Perhaps, it is not all that different
-
-
I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience. This may be through reviewing materials or engaging in activities, but that seems less important to me now. The crucial part is now designing the interactions.
-
-
my workshop is really about the journey rather than the destination
-
I realized that although you may think you are engaging students in your course, it may be trickier than you expect
-
I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”.
-
I have been able to make the big connections, and form ideas in a way that previously has been difficult for me.
-
I feel as though the reflection assignments have provided the context for my brain to think in a different way. This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously! It seems kind of strange to say that, but it is true! I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
-
I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
-
-
Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
-
Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
-
-
Maree (4)