odcasting was defined for instructors as a technology that allowed students to receive course materials through the convenient, RSS-based subscription mode and listen to them anywhere, anytime. The goal of the podcasting theme was to enable instructors to experiment with audio modes of learning. Audio has the power to capture and focus attention, helping learners acquire content and process complex information (Bishop, Amankwatia, and Cates, 2008).
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Podcasting: A Stepping Stone to Pedagogical Innovation - 1 views
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Furthermore, informal, personalized audio presentations are thought to create a feeling of social presence that helps learners integrate new information with their existing knowledge (Moreno and Mayer, 2004).
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Some instructors used podcasting as a way to provide recordings of lectures to students. However, many more experimented with podcasting as a way to expose students to additional course content in engaging formats. They created course podcasts that were mock radio programs, case studies, and interviews with national and international figures. Still others used podcasting as a method for delivering course audio files or assigned students to create podcast presentations for their class. These varied pedagogical strategies were used by instructors across all disciplines.
Podcasting Lectures (EDUCAUSE Quarterly) | EDUCAUSE CONNECT - 0 views
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E Pedagogy - 2 views
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E-Pedagogy: Does e-learning require a new pedagogy? 5 The emergence of e-learning As part of the technological revolution, the use of e-learning, or blended learning, isincreasing. This is particularly true of Higher Education, which offers most programmespartly or wholly online. In the future, e-learning is likely to be more widely used in thetertiary and school sectors. Another driver for e-learning is life-long learning, whichrequires on-going training and re-training of the adult workforce.In many cases, e-learning is delivered through a virtual learning environment (VLE),which is a custom built environment designed for online learning. VLEs, such as Blackboard and Moodle , typically provide all of the software tools required for onlinelearning such as communication and file sharing facilities. These environments are oftenmodelled around the traditional campus, providing ‘virtual staff rooms’ and ‘onlinecommon rooms’. E-portfolios provide the digital equivalent to the traditional paperportfolio; these typically provide online storage for a range of media types (such asdrawings, photos and videos). Dedicated e-assessment systems, such as Questionmark ,facilitate large-scale online testing, providing many of the question types that arefamiliar to teachers.Some academics have pointed out the potential of e-learning to improve current practice.Garrison and Anderson (2003) write:“E-learning has significantpotential to alter the nature of theteaching and learning transaction.In fact, it has caused us to face upto some of the current deficienciesof higher education, such as largelecturers, while providing somepossible solutions or ways tomitigate these shortcomings. Seenas part of pedagogical solution, e-learning becomes an opportunity toexamine and live up to the ideals of the educational transactiondescribed previously.” New learning opportunities The changing environment facilitates new kinds of learning. Teachers have traditionallyfocussed on content; indeed, many consider the identification and delivery of learningmaterial to be their prime role. But it has been argued that the traditional skill of contentcreation is redundant in the information-rich learning environment. Some of this contentis very high quality, even world class, and certainly superior to a hurriedly producedhandout of the type often used by busy teachers.It has been suggested that the contemporary teacher should be more “guide on the side”than “sage on the stage”. The ready availability of information makes facilitation moreimportant than direction . The pedagogic issue is not too little information but too much:the contempora
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changing learning landscape poses fundamental epistemological questions about thenature of knowledge and how it is acquired. Dede (2008) writes: “In the Classicalperspective, knowledge consists of accurate interrelationships among facts, based onunbiased research that produces compelling evidence about systematic causes […]Epistemologically, a single right answer is believed to underlie each phenomenon […]The epistemology that leads to validity of knowledge in Web 2.0 media such as Wikipedia is peer review from people seen, by the community of contributors, as having unbiasedperspectives. Expertise involves understanding disputes in detail and proposingsyntheses that are widely accepted by the community
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hatever new theory of learning emerges in thenext decade, it will likelybuild upon thesepedagogie
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George Siemens introduced this theory in his paper Connectivism: Learning as networkcreation (2004) to address “the shortcomings of behaviourist, cognivitist andconstructivist ideologies”.Connectivism conceptualises knowledge and learning as a network, consisting of nodesand connections. Knowledge, at any point in time, is a particular (probably temporary)configuration of nodes and connections (a sub-network). Learning creates newconnections between existing nodes (changes to existing knowledge) and/or creates newnodes (entirely new knowledge). Learning, therefore, is about network (node andconnection) creation.His theory differentiates between data, information, knowledge and meaning: • Data : raw elements • Information : data with intelligence applied • Knowledge : information in context and internalised • Meaning : comprehension of the nuances, value and implications of knowledge.“Learning is the process that occurs when knowledge is transformed into something of meaning.”Connectivism embraces eight principles:1. Learning and knowledge rest in diversity of opinion.2. Learning is a process of connecting specialised nodes or information sources.3. Learning may reside in non-human applicances.4. Capacity to know is more important that what is currently known.5. Maintaining connections is needed for continual learning. (function() { var pageParams = {"origHeight": 1276, "origWidth": 902, "fonts": [3, 1, 2, 4, 0], "pageNum": 9}; pageParams.containerElem = document.getElementById("outer_page_9"); pageParams.contentUrl = "http://html2.scribdassets.com/4o2mjijnuo850n3/pages/9-7fefce237b.jsonp"; var page = docManager.addPage(pageParams); })(); Scribd.Ads.addBetweenPageUnit(9); E-Pedagogy: Does e-learning require a new pedagogy? left: 3830px; top: 276px; color
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Rote learning of factual information, which typifies behaviourism, isvalueless when students are one click away from Google and Wikipedia. The “teacher-knows-best” idiom of cognivitism is questionable in a time of “the wisdom of the crowd”.The constructivist approach (and, particularly, social constructivism) appears to be abetter fit for 21st century learning – but needs to be updated to embrace the modernlearning environment that includes virtual worlds such as Second Life. ‘Connectivism’,‘E-moderating’, ‘E-Learning 2.0’ and ‘Assessment 2.0’ may not provide the answer – butdo highlight the problems with the status quo and emphasise the need for a newapproach to teaching, learning and assessment
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"Does e-learning require a new approach to teaching and learning?" This is an interesting paper about pedagogical approaches to e-learning and e-teaching. Do you believe we need a new approach for online learning? What is your pedagogical approach to e-learning and e-teaching? -
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Synchronous vs. Asynchronous Classes : Guide to Online Education - eLearners.com - 0 views
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require students and instructors to be online at the same time.
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specific hour. All students must be online at that specific hour in order to participate.
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Asynchronous classes are just the opposite. Instructors provide materials, lectures, tests, and assignments that can be accessed at any time
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benefits and drawbacks to both desig
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like synchronous courses because they need to feel involved, in real-time, with the class experience. It’s rewarding to ask a question or offer a comment, and to receive instant feedbac
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Most online courses operate asynchronously. But if you like the synchronous format, you can look for a program that offers more traditional class meeting times
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courses incorporate elements from both formats.
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radio/podcasts
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Virtual worlds
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The Myth of Learning Styles - 0 views
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. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
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First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
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Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
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Third, students differ in their background knowledge, and that difference influences their learning
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Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not
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The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimension
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just as our social selves have personalities, so do our memories.
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Finally, some students have specific learning disabilities, and these affect their learning in specific ways.
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The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found.
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While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist
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Teachers should take into account the differences in learners' abilities. And adjusting a lesson not just to be appropriately pitched at the students' level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning.
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if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching:
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(can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it?)
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Third, learning-styles theory has succeeded in becoming “common knowledge.” Its widespread acceptance serves as an unfortunately compelling reason to believe it
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econd, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.
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. We shouldn't congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to i
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Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class
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Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students.
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Learning Online Learning - 2 views
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Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
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Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
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In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
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Why do you do things the way that you do? why do you believe what you believe?
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July 3rd,
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On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
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I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
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Careful choice of words
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Sharing personal story.
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It feels real.
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great observations! how will you use this in your own instruction?
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Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
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Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
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brilliant!!! way to make your thinking and your design visible to me/us!!!
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Trust your students, and we will be amazed by what they can come up with.
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, I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
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guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
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It has been a little strange, but a welcome break to focus on our courses!
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Larry was right
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I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
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I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
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detach themselves
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Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
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Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
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Provoking discomfort (point 5) is very useful.
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Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
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I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
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Given the opportunity, the learners are more likely to express their true selves on consistent basis.
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I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
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", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
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shared by Jessica M on 03 Jun 14
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Enabling Students with Disabilities with Computing Interaction and Empowerment though E... - 0 views
content.ebscohost.com.ezproxy.niagara.edu/...93517965.pdf
StudentsWithDisabilities Online Need Benefits
shared by Jessica M on 03 Jun 14
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or many centuries, education has been focused on the learning of course content, but the learning styles of the students have been ignored .
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While most of the academic approaches have been centered on the mastery of course content knowledge, not all learners learn in the same way.
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As a result, different teaching techniques, strategies, and tools may be needed to help all students acquire, understand, and apply learning gained from the course content.
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visual learners were able to benefit from applications in PowerPoint and Flash Multi-Media technology.
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students with disabilities are finding technology to be more enabling than disabling at times.
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us, more students with disabilities are enrolling in online courses. O
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Auditory learners could benefit from online classrooms with auditory lectures, Podcasts for students, as well as live chats
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- need to teach students use of technology for future - work place - needs of different type of learners - online classes offer varying opportunities (accommodate different learning styles and strategies) - increase in students with disabilities enrolling in online courses - less barriers for students with disabilities
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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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This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!