I don't think of my job as student-centered, nor is it teacher- or self-centered, but rather, learnING-centered. There's a job to do that's shared by the whole class together.
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Small Insults and Doing Gender - 1 views
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We usually think of gender as a set of traits (as in femininity and masculinity), a role (as in scripts for behavior), or a social variable (as in salary differences). The doing of gender discuss in this article is different than all of these. Doing gender shifts our attention away from the inner person and to the interaction, where we can see gender as an achievement. I will use this in my introductory module preceding a observation activity of watching a conversation between men and women in a social setting. The final culminating activity will be an blog reflection.
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What does "student-centered" mean to you and . . . - SLN Faculty Online - 0 views
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The main thing is to focus the students on the practical value of what they're learning by situating the assignments in real-world tasks, where the purpose is to provide something valuable to real people.
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In my early years teaching, I was confronted by a graduate student who asked a question which I was not sure of the answer or how to answer it. When asked by my director how I was doing I mentioned the incident to him. He indicated that I should not be doing any research on this but the student should seek out the answer to his question. Later in the class the same student asked a question; I wasn't sure of the answer and suggested to him that he research his question and make a presentation to the class on what he found. I told him where he could research his question, indicated a couple situations in the real world he could look at. The next week he presented and commented to the class that the assignment I gave him was very interesting and rewarding for him. I was gratified, regained my feeling of self-worth, and had a student and class that found the results appropo. This action was "student-centered".
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Is Google Making Us Stupid? - Magazine - The Atlantic - 1 views
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how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
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Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he wrote earlier this year. A pathologist who has long been on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online. “I can’t read War and Peace anymore,” he admitted. “I’ve lost the ability to do that. Even a blog post of more than three or four paragraphs is too much to absorb. I skim it.”
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Writers on writing - 0 views
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When once the itch of literature comes over a man, nothing can cure it but the scratching of a pen. Samuel Lover
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The first step to becoming a better writer is believing your own experience is worth writing about. Pet
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The only time I know that something is true is the moment I discover it in the act of writing. Jean Malaquais
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Resist the temptation to try to use dazzling style to conceal weakness of substance. Stanley Schmidt
Risk Taking as a Factor of Creative Thinking - American Creativity ... - 0 views
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ETAP640amp2011: how do you do it f2f? - 0 views
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the one who will determine your grade
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The teacher is not the sole source of a grade; the student is very much a part of the process.
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Hi Donna What I was implying is the students' view. After a whole semester of self-evaluation, peer evaluation, with me only grading one test worth 10% of their grade, a student thanked me for giving her an "A" I smiled and said "Did I give you an A or did you earn a A? She said "Ok I get it, I earned an A, but thanks anyway." To shift students' paradigm/perception of "the teacher" takes work!
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Hi Nicole, Thanks for the resource. I too have been thinking about my F2F these weeks also. I have a intro course up to 45 students...getting everyone to participate every class, even in small groups has been challenging. What I would like to do (but can't) is split the class in two,,,one day in class (while the other half is working online in discussion forums) and the other online (while the other group comes to class for a f2f.
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shared by Diane Gusa on 05 Jul 11
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elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views
www.elearningpost.com/...n_approach_to_elearning_design
e-learning design experience instructionaldesign Learning education
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Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
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Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
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She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
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dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
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ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
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One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
Stylus/Stylus Publishing - Thinking About Teaching and Learning: Developing Habits of L... - 1 views
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Digital natives: Everyday life versus academic stud y - 0 views
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Access to and use of technology by 'digital native' students studying in our universities has been an area of much speculation, though relatively little empirical research. This has led some pundits to call for a radical rethink of how higher education uses technology to deliver education. Others are more circumspect and think it is necessary to hear directly from these 'digital natives' about their actual technology practices before jumping to such conclusions. This paper reports on a study that aimed to do just that; the study comprised a survey of the technology access and practices in both everyday life and for academic study of first year university students. The findings suggest that, for the participants of this study, access and usage of technology does not neatly fit into the stereotype of the 'digital native'. Access to and use of some technologies was found to be quite high whilst others have significant levels of non-adoption. A comparison was made between technologies and activities undertaken as part of students' everyday life in contrast to their academic study and it was found that the usage rates were generally lower for academic study. Access to and use of different technologies for different purposes is variable and university teachers and policymakers need to take this variability into account when making changes at the course or institution levels. What is also required is more in-depth investigation of the technology practices of these 'digital natives' to understand how technology is transforming their social and academic lives and, importantly, how they are shaping technology to suit their lives.
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FACE-TO-FACE VERSUS THREADED DISCUSSIONS: THE ROLE OF TIME AND HIGHER-ORDER THINKING - 0 views
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onclude that increasing interaction through online communications is a form of active learning, and students view such coursework more favorably and deem these communication tools (email, bulletin boards) highly.
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It is fundamental that interaction between the student and course content, the faculty member, and other students contributes to learning.
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Ten Best Practices for Teaching Online - 2 views
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Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
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A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
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Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
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Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
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As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
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How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
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NLVM 9 - 12 - Algebra Manipulatives - 6 views
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I like both of the balance scales. I really like how they have one that involves negatives while the other does not. Students have a hard time understanding how negative numbers fit into solving equations and I think this could help them. I might use this is the launch for a discussion amoung the students
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so, how are you going to incorporate these tools into your course?
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Vaginal Birth | OER Commons - 1 views
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This is a great summary of what my course will teach. I want to provide this interactive video in my course, not sure if it will be in within the modules or at the end. Any thought?
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I don't know how to advise you on this, but I am glad you found the resource and are thinking about how and when to incorporate it into your course.
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Consider the Source II - 0 views
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I recall in my early SLN days trying to find out why faculty were being told to close past modules as they moved forward in the course
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Not sure where this comes from linda, but it is not so. the exact opposite is true.
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2004 - I am sure it has changed. It may have been the the SLN ID I was working and/or the classes I was taking. But I did see it more than a few times and it perplexed me. I definitely don't see it anymore so that is a good thing :-)
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odd... i actually in the early days strongly recommended that faculty have all their modules open from the first day so that students could see the structure and flow of the course from the beginning and have the structure help them not only anticipate what was coming, but act as advanced organizers to help students understand the scope and approach to the content taken by the instructor. I also didn't want faculty to use it as an excuse to not complete the course before it went live : ) I keep the modules closed in ETAP640 and reveal them one at a time because i don't want to confuse and overwhelm students. But, i have always maintained that work in previous modules should remain open and accessible so that students can refer back to or continue conversations if they want to. If you close a module then students won't have access to their own content. I would have to be convinced that under some very specific circumstance that there would be a good reason to do that. : )
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I am in total agreement with you on that - I won't mention names or courses :-) But I think the message is out that they should all be open!! lkr
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because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless
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I have increased my toolkit for engaging students at multiple levels. I feel I will be more vigilant about tapping into their basic human need for challenge, while attending to their narratives. Their storylines were not always part of my approach, but now I will be watching for those.