We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
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Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views
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issues of pedagogy, dialogue, and interaction
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guide the coding of transcripts.
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Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
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See http://www.irrodl.org/index.php/irrodl/article/view/262/838 for similar viewpoint.
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Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
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Shea, Pickett, & Pelz , 2004
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Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
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students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
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Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
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Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
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Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
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Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
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Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
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Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
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The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
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the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
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something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
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Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
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we suggest that students’ perceived learning in course forums has a significant impact on their participation
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the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
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(Anderson et al., 2001).
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Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
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Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591 subscribers Select Language▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
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One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
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encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
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Learn to code | Codecademy - 0 views
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Keep tabs on your friends' progress and make sure you're learning more - faster!
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Codecademy is the easiest way to learn how to code. It's interactive, fun, and you can do it with your friends.
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Notes to Self - 1 views
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I think if I could focus on a few people’s posts, I could make more quality contributions.
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i am kinda torn about the small group thing. i hate taking choice away - it seems to me that you can self select your own small groups. why don't you just do that? scan all the posts and then decide who you want to engage and then just pick them to interact with. Read all interact with a select few. In the discussion for this module (2) i have it split into several discussions. i am wondering if splitting it by topic like that will feel different to you. Let me know. ok? I have toyed with the idea of reducing the number of posts required... and just doubling your score on them. what would you think about that? i have never had so many people in the course. It is designed for a more intimate number of students. I am trying to come up with ways make my work more efficient yet still intimate, personal and effective. Work in progress. i am learnking too. : ) -
Alex - Seeing that module 2 was split into several discussions was a HUGE relief to me! It seems much less overwhelming and easier to be organized :-) -
Now that some more time has passed, I actually have done what you're suggesting here...reaking all and interacting with a select few. With this approach, it became more manageable. I haven't done my first post for module 2 yet (just finished the readings) but I do think the split into several discussions will make a huge difference. I can only imagine the work you have cut out by having read/rate ALL THESE POSTS! It seems overwhelming, and I am considering the implications of it as I think about designing my course. Thanks for the feedback!
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We could still have been required to complete the same number of posts, but perhaps had fewer count toward our grade on this first run. I
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hmmm. i don't count them all. the first couple with my feedback are the grace period... "if i were to rate this it would be a ..."
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I understand what you're saying here...I don't know what I missed and where I missed it, but I "assumed" (there's that pesky word again!) that all posts, beginning with the initial introduction, would be rated. I did fewer posts than I should have considering this. There were a few (though admittedly not of high quality as they were early in the Module and I hadn't yet gotten the hang of things) that weren't scored, so what I thought my score would be for discussion in the first module was not even close to my actual score. Live and learn...
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BOY, WAS I WRONG!
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As we continue to interact with content and then share that learning with each other, we construct our own meanings and apply what we’re learning in a variety of contexts.
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is imperative that I stop thinking about how to transform my F2F materials to suit the online environment.
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it is impossible to duplicate the f2f environment online. to try to do so is folly. you must reconceptualize. you have to leverage the options and mitigate the limitations of any environment in which you teach.
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I hit “Publish” only to find half of my post showed up and no way to retrieve what was lost. Therefore:
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I am very interested in the hyper-content design. I like the idea that with this model, students determine the order of their own learning activities. In this model, there may be a few things that could be tricky; for example, setting up group activities might be left to the students to manage since they wouldn’t all be completing the same activities at the same time.
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I've been thinking the same things about this model. I think it's so hard for me to envision because of my lack of experience with it. I also have a hard time applying some of the things we've learned in this course to that design.
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Whatever it takes.
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Yet, as I continued reading I realized that my grasp of the content was continuing to evolve. I feel that I have a deeper awareness of what teaching presence looks like, not only in an online course but also in a traditional classroom, as well.
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Perhaps it’s time I move from measuring in coffee spoons to taking in the big picture.
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Even though the course won’t start until January, I know it’ll be here before I know it.
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has led to me a realization–the course I’ve created will never (and should never) be finished! It makes sense. I never teach the same lesson twice in exactly the same way, so it should go without saying that every time I look at this course and eventually start using it, I will continue to add, remove, and change what’s there.
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ECRP. Vol 5 No 2. The Role of Child Development and Social Interaction in the Selection... - 0 views
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A closer look might provide insight into how this experience will assist in Rachel's development: Positive emotions are created from the established lap reading routine that generates an intimate closeness and feeling of security. Interactive social dialogues between Rachel and her mother build on prior knowledge and provide immediate feedback as they discuss each animal as the story progresses. The language they use to label, compare, explain, and classify creates a supportive context for structuring the processes of thinking and concept formation. Each of the domains of development—linguistic, cognitive, social, and emotional—is affected during Rachel's experience, and all play an important role in her development
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As Rachel began to internalize the actions and language of her mother, she began to use these tools to guide and monitor her own processing behavior until she is now able to take over much of the responsibility for reading the book (Dorn, French, & Jones, 1998)
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A framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4 is provided in the appendix. The purpose of the framework is to provide a general guide for teachers, parents, and other caregivers in the appropriate selection of books that takes into consideration the importance of child development.
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this article contains a useful reference table for developing interest in literacy and applies to development of literacy dispositions and life-long learning
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Intro to AI - Introduction to Artificial Intelligence - Oct-Dec 2011 - 0 views
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The course will include feedback on progress and a statement of accomplishment.
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Gamification of Education | Gamification.org - 0 views
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Most games are naturally social, which means gamification depends on that other ubiquitous web trend, social networking.
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The first type of games were willing to entertain kids to keep them engaged -- the "just-make-it-fun" school of thought.
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"fun"
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Gamification, by contrast, doesn't rely on internal motivation. Instead, it's using the oldest tricks in the book: providing instantaneous feedback, egging on the competition, and rewarding even tiny steps of progress.
Digital History - 0 views
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elearn Magazine: 10 Things I've Learned About Teaching Online - 0 views
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I want them to know I'm there if they need help
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with me asking the students to introduce themselves, and I always begin by posting my own introduction and a photo first.
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conscientiously respond to each introduction individually
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students should receive timely feedback about their progress in the course.
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Constructivism: A Psychological Theory of Learning - 0 views
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ean Piaget and Lev Vygotsky
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Equilibration
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assimilation
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accommodation
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Assimilation (to make similar) is activity, the organization of experience
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These progressive experiences sometimes foster contradictions to our present understandings making them insufficient, thus perturbing and disequilibrating the structure and causing accommodations to reconstitute efficient functioning
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Assimilation: the new information fits with what you already know - you deepen your understanding of it through new info Accommodation - you must change what you know based on new results.
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shared by lkryder on 10 Jun 14
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Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views
www.nytimes.com/...21memory.html
tests quizzes assessment brain based learning constructivism knowledge studying nytimes
shared by lkryder on 10 Jun 14
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students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
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the illusion that they know material better than they do.
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“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”
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These other methods not only are popular, the researchers reported; they also seem to give students
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But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.
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The final group took a “retrieval practice” test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.
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we are organizing it and creating cues and connections that our brains later recognize.
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But “when we use our memories by retrieving things, we change our access” to that information, Dr. Bjork said. “What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.”
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The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
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Howard Gardner, an education professor at Harvard who advocates constructivism — the idea that children should discover their own approach to learning, emphasizing reasoning over memorization — said in an e-mail that the results “throw down the gauntlet to those progressive educators, myself included.” “Educators who embrace seemingly more active approaches, like concept mapping,” he continued, “are challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.”
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I am impressed by the constructivist community realizing what a powerful study this is. I think this is an indication of what we will start to see as brain based learning studies increasingly show us what is happening biologically when we learn.
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to find access to the study in the library database
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This NYTimes article does contain a link to the actual study but you need an account. The excerpts though and the responses by Gardner was very interesting. I will try to locate the study in the library database
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Gardner's Multiple Intelligences - 1 views
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seven distinct intelligences.
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"we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
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Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well."
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Very aware of their environments.
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Keen sense of body awareness.
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They love music, but they are also sensitive to sounds in their environments
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These students learn through interaction
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These learners tend to shy away from others
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reasoning, calculatin
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At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier
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Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). -
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Using Technology to Enhance Engaged Learning for At-Risk Students - 1 views
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Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems." (p. 43)
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technology can enhance student engagement and productivity. More specifically, technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization
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collaborative.
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meaningful, engaged learning.
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authentic tasks.
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the intersection of learning and technology,
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monitor and document each student's progress.
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This is what I am currently wrestling with: how do I monitor student contributions to my course if they work in a cooperative group? I hated being that kid in the group that did all the work!
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"Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems."
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Rethinking Schools Online - 0 views
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A person can teach in one of Milwaukee's 125 publicly funded private schools without even a high school diploma.
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Does this really make sense? Without a high school diploma? How does that really improve student learning, but online learning?
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"teacher proof"
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Maybe we could just have one super-teacher make a video and post it to you tube and that would solve all our problems..
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Such approaches ignore fundamental issues of resources, teacher leadership, teaching and learning conditions, and the need for much more time for teachers to collaborate, assess student progress, and improve their teaching skills.
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20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse; close to 50 percent of newcomers leave within their first five years.
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Poor children are the most likely to be taught by the newest and least-qualified teachers
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The point here is that they are new and unseasoned. In my experience, these often can be the most energetic and creative. Simply saying they are the newest does not necessarily mean they are the least-qulified.
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But if students rarely — if ever — see a teacher of color, or if teachers of color feel isolated and/or burdened by being "the only" in their schools, educational quality suffers.
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Perhaps online educators are colorless? This would help address this problem.
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Such "conversation" implies thoughtful dialogue. We need to create the institutional spaces where in-depth reflection and discussion about good teaching take place on a regular basis.
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The one risk would be that online education became so common place that we could teach remotely and miss out on this collaboration.
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"We have tried to figure out how you can have creative and constructive resistance and how you can layer in your knowledge . . . to try to craft something that has integrity and matches what we know about learning."
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It's a matter of reform grounded in the classroom, of respect for teaching as a profession, of a broader vision of social justice, and of improved organizing and collaboration.
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Comparing Piaget and Vygotsky - 0 views
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A child in the preoperational stage could not be taught to understand the liquid volume experiment; she does not possess the mental structure of a child in concrete operations.
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acquisition of meta-cognition (thinking about thinking
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assimilation
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assimilation
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assimilation
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Sociocultural Theory of Development
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human activities take place in cultural settings and cannot be understood apart from these settings
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Through these social interactions, we move toward more individualized thinking.
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Private speech is considered to be self-directed regulation and communication with the self, and becomes internalized after about nine years
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zone of proximal development.
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Vygotsky believed that given proper help and assistance, children could perform a problem that Piaget would consider to be out of the child's mental capabilities.
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Vygotsky's theory stressed the importance of culture and language on one's cognitive development
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Piaget proposed that children progress through the stages of cognitive development through maturation, discovery methods, and some social transmissions through assimilation and accommodation
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think abstractly
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Assimilation is information we already know. Accommodation involves adapting one's existing knowledge to what is perceived
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provide short instruction and concrete examples
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opportunities to organize groups of objects on "increasingly complex levels"
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Piaget Vs Vygotsky This is an easy read. The article is written by a teacher. It makes you poner what kind of teacher you are, or want to be
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Metacognition: An Overview - 1 views
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Metacognitive experiences involve the use of metacognitive strategies or metacognitive regulation (Brown, 1987). Metacognitive strategies are sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goal (e.g., understanding a text) has been met. These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
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Self-questioning is a common metacognitive comprehension monitoring strategy. If she finds that she cannot answer her own questions, or that she does not understand the material discussed, she must then determine what needs to be done to ensure that she meets the cognitive goal of understanding the text.
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Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met. For example, a student may use knowledge in planning how to approach a math exam: "I know that I (person variable) have difficulty with word problems (task variable), so I will answer the computational problems first and save the word problems for last (strategy variable)." Simply possessing knowledge about one's cognitive strengths or weaknesses and the nature of the task without actively utilizing this information to oversee learning is not metacognitive.
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Cognitive Strategy Instruction (CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993). CSI is based on the assumption that there are identifiable cognitive strategies, previously believed to be utilized by only the best and the brightest students, which can be taught to most students (Halpern, 1996). Use of these strategies have been associated with successful learning (Borkowski, Carr, & Pressley, 1987; Garner, 1990).
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Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies.
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Metacognition and Cognitive Strategy Instruction
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The study of metacognition has provided educational psychologists with insight about the cognitive processes involved in learning and what differentiates successful students from their less successful peers. It also holds several implications for instructional interventions, such as teaching students how to be more aware of their learning processes and products as well as how to regulate those processes for more effective learning.
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Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
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Implementing Technology in Education: Recent Findings from Research and Evaluation Studies - 0 views
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A study of the initial implementation of California's state funded technology programs found that technology was not becoming institutionalized because it was often treated as a separate component within the state's education infrastructure. It was initially funded as an "add- on" rather than being integrated into the curriculum and incorporated into the mainstream of instructional programs.
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In summary, systematic planning as an approach to technology implementation provides: a rationale for the technology and related resources the stakeholders get involved in the decision making process a way to promote thinking about the most cost-effective uses of technology assurance that technology applications are aligned with the curriculum help in determining the specific training and assistance needs assurance that existing resources are used in the plan a needed vehicle for procuring funding a method for determining how to evaluate the impact and progress of the technology a vehicle for communicating steps for others to follow adapting the plan a process for coordination with other programs and projects that the teaching addresses the needs of all learners guidelines and a context for the insertion of new technologies software developers with a definition of the technological needs of users
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Curricula must drive technology; technology should not dictate curricula.
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Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views
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middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
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tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
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Steiner is also calling for longer tests with more rigorous questions.
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Does longer mean better? Does a longer test necessarily mean it will better assess the learning objective?
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Critics have long been saying the tests appeared to be getting easier, and have wondered whether the scoring was adjusted to make politicians look better.
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Do regents and middle level state tests give kids "false sense of hope" as she states? My kids could care less what the state says. They are worried about their daily grades.
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"But by any measure -- including the highly respected NAEP exams, state tests, and graduation rates -- due to the bold reform agenda implemented by this administration, the significant progress made by New York City students has far outpaced that of students in the rest of New York state."
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Group Project and Group Grading: A work in progress - 1 views
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A personal perspective of using a group project and how to grade the project
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Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online - 0 views
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ASYNCHRONOUS ONLINE ENVIRONMENTS . . . AFFORDCONSTRAIN accesscontext mindfulness, reflectivityinterpersonal communication personal expressionbias, values equity, multiple perspectivesauthority, narrative breadthdepth multiple symbol systemsconsistency construction of knowledgeinstruction association, connectionsyllogism, hierarchy bricolage, juxtapositionlogical progression of ideas Figure 1: Affordances & Constraints
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