There are just too many posts.
Group items matching
in title, tags, annotations or url
17More
My thoughts are free - 3 views
-
-
if the “essence” of the student can never be felt through a computer?
-
These are essentials missing from online courses that can not be seen.
- ...7 more annotations...
-
can’t be measured.In class,
-
ask questions and further ideas discussed in class allows the teacher to know if the student is on the right track.
-
Even acknowledging that the student in class is thinking for himself and paying attention is taken into consideration by the teacher. In the classroom, discussion leaders can be acknowledge by the rest of the peers and possibly offer suggestions for them on how to stand firm in opinions and facts
-
how could she even know what type of personality her professor has if she has never even seen him in person
1More
The Art of Using Checklists in the Classroom - Teaching Now - Education Week Teacher - 1 views
33More
Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
-
Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%, and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
-
learners in employment bring a different set of needs, strategies and motivations to the learning process.
-
frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
- ...27 more annotations...
-
Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
-
Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
-
Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.
-
“Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
-
It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning.
-
This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
-
(1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
-
develop a mental model of the content structure and navigation system in order to find his/her way around
-
engage with the learning materials, readings, activities and assessments that make up a programme of study
-
undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
-
Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out.
-
actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
-
Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
-
Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
-
In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
-
The one area where something may be done to reduce attrition is in the early stages of an online course.
-
Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course. Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.
-
Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
-
The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
-
Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
10More
JOLT - Journal of Online Learning and Teaching - 1 views
-
Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.
-
there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.
-
It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.
- ...4 more annotations...
-
The pedagogical and practical benefits of teaching online are identified, and specific suggestions are made for how instructors can use these benefits to improve their traditional classroom pedagogy.
-
If instructors gave as much thought to the construction of their on-campus courses as they do their online courses, all education would be better
-
Successful online learning outcomes appear in large part to be due to the care with which the course is designed and delivered.
-
online pedagogy frequently involves consultation and collaboration
5More
Five Mistakes Online Educators Make (Part 1) | The EvoLLLution - 0 views
-
I realized the students expected me to always be online — including at 3 a.m.! By not establishing a clear response time expectation, I set myself up for poor evaluations by some students. Having been treated to instant answers early in the course, they expected that to continue throughout.
-
Did I mention receiving tons of email that first semester? Three weeks with 25 students had yielded more than 300 emails.
- ...2 more annotations...
-
This was the first installment of Margaret O’Hara’s two-part series. Please click here to read the conclusion.
5More
Size Matters: How Much Reading to Assign (and other imponderables) - Center for Teachin... - 1 views
-
-
Similarly, assigning four different articles in one week might mean than they aren’t getting as much as they could out of any of them. Less can be more.
-
Novices and experts. Many of the above points relate to the fact that we read as experts while our students are still novices and are really learning how to read appropriately to build up their expertise.
- ...1 more annotation...
10More
Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe O... - 0 views
-
Break assignments into smaller, more manageable parts that include structured directions for each part.
-
I see this as critical and that is why I have 1 week modules for my course where the students have more opportunity to - iterative opportunities - to practice and receive feedback on our core concept of analysis of works of art. Smaller chunks and tighter feedback loops have made it possible to create many ways for students to succeed, rather than have them struggle for longer periods of time on the same thing over and over again.
-
-
Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.
- ...6 more annotations...
-
Provide access to a variety of materials which target different learning preferences and reading abilities.
-
Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
-
Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
-
Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
-
Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
-
Differentiated instruction is based upon the belief that students learn best when they make connections between the curriculum and their diverse interests and experiences, and that the greatest learning occurs when students are pushed slightly beyond the point where they can work without assistance. This point differs for students who are working below grade level and for those who are gifted in a given area.
55More
The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
-
Students are empowered to learn on their own and even to teach one another.
-
Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
-
When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
- ...27 more annotations...
-
On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
-
This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
-
I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
-
-
They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
-
thrilled
-
The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
-
the best way to teach students how to write more effectively is to have them write more often.
-
One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
-
Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
-
-
Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
-
Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
-
In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
-
. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
-
-
-
can refer to their course materials and think through their answers
-
-
The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
-
-
However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
-
he first response that comes to mind rather than the best possible response
-
Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
-
Geared to lifelong learning
-
as a result of the relative anonymity
-
online education can be done well,
-
-
In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
-
develop course materials among themselves in a manner rarely seen in the F2F classroom.
-
In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
-
4More
Prominent Ed-Tech Players' Data-Privacy Policies Attract Scrutiny - Education Week - 0 views
-
Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information—and opening the gates for a flood of new questions and worries from advocates and school officials.
-
"We're just scratching the surface with our understanding of how the education sector is gathering and looking to monetize student information," said Joel R. Reidenberg, a law professor at Fordham University, in New York, and Princeton University. "We as a society need to have a very clear discussion about how we want to protect the privacy of our children in this environment."
-
But many are concerned that the horse is already out of the barn. Last month, for example, Education Week
14More
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
- No Cached
-
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.
-
“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.”
- ...7 more annotations...
-
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.
-
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.
-
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.”
-
The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong.
-
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.”
-
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
-
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
-
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
11More
Ten Best Practices for Teaching Online - 2 views
-
-
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.
-
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.
- ...6 more annotations...
-
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.
-
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.
-
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.
-
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.
-
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.
-
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.
5More
Put to the Test: Confronting Concerns About Project Learning | Edutopia - 0 views
-
"The biggest concern revolves around the implications for high-stakes testing," Rice says. "Teachers ask, 'Will my students perform as well on standardized tests if I incorporate PBL?'"
-
At first, I was concerned about spending three weeks on this project, but when I look back, I realize how much my students learned and how much time I saved by not having to reteach the same thing over and over again,"
-
"Project learning can require more time, but it's time well spent, because the students are really taking ownership of their learning, and the end result is that their learning is so much deeper," she explains. "That's something they carry with them for the rest of their life."
- ...2 more annotations...
-
He recommends using a series of team-building exercises (5) from his company's Web site at the beginning of the project. These exercises will teach the students be attentive to one another's needs, be more communicative, and think about the consequences of their words before they speak
10More
Online K-8 Program | K12 - 0 views
-
It's not all "online": You'll also receive boxes of traditional materials, including award-winning textbooks, CDs, videos, and hands-on materials that complement online learning.
-
online delivery and individualized learning
-
Individualized Learning Plan, monitors progress, and focuses on each student's individual problem areas.
- ...2 more annotations...
-
parent booster clubs, museum trips, student clubs, school activities, picnics and more.
-
Suggested lesson plans are provided to you each week, which update automatically as your child progresses
1More
How Do Teachers Learn to Teach? - Teacher in a Strange Land - Education Week Teacher - 4 views
14More
Mary Huffman: ETAP640 reflections blog - 0 views
-
IEP’s unless they are GIEP’s.
-
I do wonder why the gender percentages are so different,
-
Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
- ...7 more annotations...
-
I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
-
“I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
-
them.
-
what is best for the students. How can we serve our students? Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise? Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods?