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Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Alicia Fernandez

Preparing for Distance Learning: Designing An Online Student Orientation Course - 0 views

www.ifets.info/...10.pdf

instructional design online learning online student attitudes online instructor attitudes

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
  • Alicia Fernandez on 12 Jun 14
     
    This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.
alexandra m. pickett

Transformation via Online Learning - 4 views

afernandez3334.edublogs.org

shared by alexandra m. pickett on 13 Jun 14 - No Cached
  • original target audience,
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      who is your target?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      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
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      what assumptions are you making about this population?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      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
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      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
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      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. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      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
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      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.
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • 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/
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International Review of Research in Open and Distance Learning - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Alicia Fernandez

Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Adults in an Online Class on Geographic Information - 0 views

www.e-education.psu.edu/...%20DiBiase%20Kidwai%202010.pdf

online learning adult education traditional students non-traditional students adult learning theory

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for elf-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.
alexandra m. pickett

Class Size - 0 views

www.weac.org/...classize.htm

class size

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
  • Smaller classes are beneficial for children at the primary level, particularly in math and reading.
  • The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
  • ...6 more annotations...
  • Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
  • Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
  • Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
  • The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
  • Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      hey ;just demoing diigo to faculty
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      another demo of a comment
Teresa Dobler

Can student choice in homework assignments increase the return rate and increase students attitudes towards science? - Ippolito poster.pdf - 0 views

www.montana.edu/...Ippolito%20poster.pdf

student choice homework

shared by Teresa Dobler on 11 Jun 14 - No Cached
  • grade
  • yielded slightly positive results in both students’ attitude towards science and homework return rates
    • Teresa Dobler
      Teresa Dobler on 11 Jun 14
       
      Giving students choice increased homework completion and attitudes toward science in middle school students.
mikezelensky

Putting Students in the Driver's Seat: Projects to Decrease Passivity | Faculty Focus - 0 views

www.facultyfocus.com/...gy-projects-decrease-passivity

shared by mikezelensky on 15 Aug 14 - No Cached
  • mikezelensky on 15 Aug 14
     
    Passivity still seems to be the norm for most college courses: students passively try to learn information from teachers who unwittingly cultivate a passive attitude in their learners. As the subject matter experts, many faculty are reluctant to give up some control. We know the material, there's a lot to cover, and let's face it, going the lecture route is often just plain easier for everyone. We "get through" the material, and students aren't pressed to do anything more than sit back and take notes. Teacher and student thus become complicit in creating a passive learning environment.
Alicia Fernandez

The Technology Source Archives - Effective Student Preparation for Online Learning - 0 views

technologysource.org/...reparation_for_online_learning

online orientation course online learning online student attitudes student preparation faculty preparation student orientation

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
  • Alicia Fernandez on 12 Jun 14
     
    This study has engendered several recommendations for the use and design of online orientation courses. Effective student and faculty preparation for the Web-based teaching and learning environment can make a significant impact on student success in their studies, thus increasing retention and curriculum completion.
alexandra m. pickett

Try College 101 « Saylor Academy - 1 views

www.saylor.org/...trycollege101

module 4 assignment ETAP640 college admissions success

shared by alexandra m. pickett on 20 Jul 14 - No Cached
  • However, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I love their attitude! It really speaks to their dedication to helping students succeed in a college atmosphere.
  • a new college student or a person considering a college education
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is essentially a course that I could see being a sequel to my course! It talks about what you need to be successful in college; so once you get there, what do you need to know?
  • Reading: College Success
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
    • Elena Buttgereit
      Elena Buttgereit on 29 Jul 14
       
      This article is spectacular and it won't let me highlight within it because it is a pdf. But it gives many self-assessment surveys so students can learn where they stand in their college readiness.
  • ...6 more annotations...
  • Learning Outcomes
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      I really like how they break down the learning outcomes by activity. I should do this more clearly in my class.
  • Unit 7: Academic Writing and Research in College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is something that students don't often understand coming into college and causes a lot of stress during the first semester. Students need to be aware of what is expected of them in college and anticipate the heavy reading and writing curriculum that college provides. This could help prevent a lot of failed assignments and help students keep up their confidence for learning.
  • first impression people have of you
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      Netiquette! Already incorporated in the unit!
  • Unit 12: The Social World of College
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      This is another concern many students have while researching colleges. Introducing activities/readings like this could help to alleviate some of those worries.
  • ry College 101
    • Elena Buttgereit
      Elena Buttgereit on 20 Jul 14
       
      There really isn't anything in this course that I don't like. I think it is all incredibly useful, and some of it can be incorporated pre-emptively so that college applicants are prepared and knowledgeable about the college experience.
    • alexandra m. pickett
      alexandra m. pickett on 11 Aug 14
       
      This is great, Elena, but i need you to add how you intend to use this resrouce in your course.
  • Try College 101
    • Elena Buttgereit
      Elena Buttgereit on 17 Aug 14
       
      I will use this page in the last module of my course, as a way to help students transition to being a student. I will probably use it as an extra credit assignment.
    • alexandra m. pickett
      alexandra m. pickett on 18 Aug 14
       
      yay!! got it!!!
  • Elena Buttgereit on 20 Jul 14
     
    Module 4 assignment
  • alexandra m. pickett on 11 Aug 14
     
    Module 4 assignment
Lisa Martin

The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning - 0 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131599000202

learning styles communication information technology attitudes perceptions

shared by Lisa Martin on 08 Jul 12 - No Cached
  • Lisa Martin on 08 Jul 12
     
    Interesting study about how learning styles, gender, and attitudes and perceptions of communication and information technology effect learning.
Jessica Backus-Foster

Encouraging Students to Give Feedback - JCU - 0 views

www.jcu.edu.au/...JCUPRD_016973.html

student feedback

shared by Jessica Backus-Foster on 14 Jul 09 - Cached
  • Students who believe their efforts will not result in any changes are less motivated
  • Students believe that negative feedback will lead to retribution from their teacher.
  • few minutes spent telling students how you value their feedback can influence their attitude towards feedback.
  • ...9 more annotations...
  • Feedback should be specific
  • Feedback should concentrate on observable behaviour
  • Feedback should not be personalised or use emotional wording
  • Feedback should describe the effect the behaviour has so the teacher can experience it from a different perspective.
  • Feedback should offer alternatives to the behaviour being criticised
  • Feedback should point out the good and the bad.
  • Give students adequate notice of the evaluation
  • Provide students with adequate instructions.
  • Provide the students with adequate time to give their feedback
Jessica M

Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Higher Education? - 0 views

files.eric.ed.gov/...EJ998799.pdf

Educators Prepared Online StudentsWithDisabilities Benefit

shared by Jessica M on 03 Jun 14 - No Cached
  • Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
    • Jessica M
      Jessica M on 03 Jun 14
       
      Online instruction is research proven to help benefit special education students
  • positively affect attitudes, knowledge
  • lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
  • ...4 more annotations...
  • outcomes, and perceptions of educating students with disabilities in general education (Carroll, 2003; Cook, 2002; Kirk, 1998; Powers, 1992).
  • For example teacher educators identify time constraints as one of the biggest barriers in providing an effective overall class on how to educate students with disabilities in the general education classroom
  • ill-equipped
  • Assistive Technology Outcomes and BenefitsFocused Issue: The Role of Higher Education in Preparing Education Professionals to Use AT
  • Jessica M on 03 Jun 14
     
    Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
Melissa Pietricola

EBSCOhost: Formative peer assessment in a CSCL environment: a case study - 0 views

web.ebscohost.com/...detail

peer formative education learning teaching

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • feedback rules was one of the assessment tools
  • Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments
  • Melissa Pietricola on 15 Jun 10
     
    Peer Revie adds value and increases positive attitudes towards learning.
Diane Gusa

Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course - 1 views

www.editlib.org/27208

teacher presence module 4 assignment online

shared by Diane Gusa on 06 Jul 11 - No Cached
  • Students' Perspectives on Humanizing and Establishing Teacher Presence in an Online Course
  • The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students.
  • The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived.
  • ...1 more annotation...
  • The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improved.
  • Diane Gusa on 06 Jul 11
     
    abstract
Joan McCabe

A Review of Rubric Use in Higher Education - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

higher education rubric feedback

shared by Joan McCabe on 10 Jun 12 - No Cached
  • Joan McCabe on 10 Jun 12
     
    Describes affects of rubrics on students learning outcomes and student/teachers attitudes. Both were reported to favor the use of rubrics. Rubrics were shown to need validity of wording and of the rater. Two studies suggested that using rubrics was associated with improved academic performance and one was not.
Alicia Fernandez

Preparing the Academy of Today for the Learner of Tomorrow | EDUCAUSE.edu - 0 views

www.educause.edu/...academy-today-learner-tomorrow

adult learners adult education student attitudes

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  • Alicia Fernandez on 22 Jul 14
     
    Predicted to be America's first generation to exceed 100 million persons,1 the wave of Net Geners entering colleges and universities brings a blend of behaviors, attitudes, and expectations that creates opportunities-as well as challenges-for higher education.
Nicole Gallo

The Truth About Homework - 1 views

www.alfiekohn.org/...homework.htm

homework education kohn

shared by Nicole Gallo on 01 Jun 13 - Cached
  • Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better.  Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.”  In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms.  Assigning homework is unlikely to have a positive effect on  any of these variables.  We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.
    • Nicole Gallo
      Nicole Gallo on 01 Jun 13
       
      Developing an online course is not just the transfer of a traditional course to an online platform.  Assigning a video is not providing the student with a relevant experience nor a reason to engage; it can still be viewed through the lens of just homework. 
  • Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning.  If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.
Diane Gusa

leading and learning: Experience and Education -John Dewey 1938 - 3 views

leading-learning.blogspot.com/...-and-education-john-dewey.html

learning experience education dewey meaning making

shared by Diane Gusa on 21 Jun 11 - No Cached
  • The primary responsibility of educators is to assist shaping the experience by providing environing conditions and to utilize the surroundings to build up experiences that interact with the personal desires of he students.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Including blogs in the educational experience provides such an environment.
  • Dewey saw the learning process as a continuous spiral linking past experiences with the present. T
  • A worthwhile experience arouses curiosity, strengthens initiative and provides a desire to learn sufficiently intense for students to apply effort and to persevere through difficulties.
  • ...5 more annotations...
  • Dewey believed there needed to be an intimate relationship between experience and education and that students had to construct their own learning.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Inviting a student to talk about what is really important to them (and does not importance arise out of our past experiences?) - telling their truth about themselves to others is the experience that arouses, strengthens, and provides the desire to learn.
  • This is the challenge of creative teaching. I
  • Teachers need to be on the alert to see what attitudes and habits are being developed and this requires that the teacher has some ideas of what is going on in the mind of the learner. The teacher is an important part of any learning experience.
    • Diane Gusa
      Diane Gusa on 21 Jun 11
       
      Student-centered learning does not mean an absent teacher - which can be a person or embodied in a book.
Diane Gusa

ISJ 27: MYTHS ABOUT ONLINE EDUCATION: - 0 views

74.125.155.132/scholar

MYTHS online education teaching student-centered

shared by Diane Gusa on 06 Jul 11 - No Cached
  • 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
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