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Teaching Students to Embrace Mistakes | Edutopia - 0 views

www.edutopia.org/...akes-hunter-maats-katie-obrien mistakes students
shared by efleonhardt on 13 Aug 14 - No Cached
  • Ten thousand is the number of hours it takes to become an expert in almost any field.
  • "Stupid" is just that
  • students don't think about their mistakes rationally -- they think about them emotionally.
  • ...3 more annotations...
  • deliberate practice and involves isolating what's not working and mastering the difficult area before moving on.
  • help them be specific about their errors.
  • One way to encourage that attitude is to take the most common mistakes that the class made on a test or quiz and analyze them together.
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The Benefits of Pass-Fail Grading on Stress, Mood and Group Cohesion in Medical Students - 0 views

facsen.wsu.edu/...20clinic%20full%20pharmacy.pdf Grading
shared by kasey8876 on 13 Aug 14 - No Cached
  • kasey8876 on 13 Aug 14
     
    Pass/Fail verse grading scale
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Formative assessment and self-regulated learning: A model and seven principles of good ... - 0 views

www.mmiweb.org.uk/...nicol_formass.pdf formative assessment online learning self-regulated learning
shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning - i.e. become self-regulated learners.
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Assessment and Instruction: Two Sides of the Same Coin - 0 views

oli.cmu.edu/...Assessment_and_Instruction.pdf assessment online learning formative assessment
shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Importance of embedding ongoing formative assessment and feedback into online instructional activities and aligning the student data collected from these activities so that it can be used to inform and modify the learning activities of the students as well as the teaching activities of the instructor.
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Assessing online learning: Strategies, challenges and opportunities. - 0 views

www.unh.edu/...essingOnlineLearningReport.pdf assessment online learning
shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Special report features 12 articles that will cause you to examine your current methods of online assessment.
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Continuous Formative Assessment (CFA) During Blended and Online Instruction using Cloud... - 0 views

www.csun.edu/...s%20Formative%20Assessment.pdf formative assessment collaborative learning cloud-based collaboration
shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Continuous Formative Assessment (CFA) model for utilizing cloud- based collaborative document technology to instantly collect responses from multiple students, groups, and class sections
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Pearson Research Network - School of Thought Videos - 0 views

researchnetwork.pearson.com/...videos learning educational technology pearson videos
shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Vision of the future that integrates technology, neuroscience, and educational psychology into everyday life to make anytime, anywhere learning possible. These videos demonstrate how innovative connections among technology, content, and life beyond formal schooling can change how we think of learning.
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How People Learn - 0 views

www.csun.edu/...How%20People%20Learn.pdf learning education teaching
shared by Alicia Fernandez on 13 Aug 13 - No Cached
  • Maree Michaud-Sacks on 13 Aug 13
     
    Bransford outlines effective design for learning environments through four aspects: knowledge centered learner centered assessment centered community centered
  • Alicia Fernandez on 13 Aug 14
     
    PDF book - Making a real connection between classroom activities and learning behavior.
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Rey's Story: School of Thought--A Vision for the Future of Learning - YouTube - 0 views

www.youtube.com/watch educational technology simulations performance assessment
shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    In this first episode of the School of Thought video series, the future of education technology is explored by following Rey, a high school student. Using games and simulations, Rey is highly engaged with a performance assessment, which requires him to apply higher-order thinking skills to work through thematically-linked activities set in real-world contexts
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practical-guide.pdf - 0 views

flippedinstitute.org/...practical-guide.pdf flipped classroom
shared by Teresa Dobler on 13 Aug 14 - No Cached
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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm attrition cognitive load first time online learners
shared by Alicia Fernandez on 03 Jun 12 - Cached
  • 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
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • 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.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • 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
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • 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.   
  • b malczyk on 22 Jun 12
     
    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.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    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.
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The Role of Questions in Teaching, Thinking and Le - 0 views

www.criticalthinking.org/...524
shared by sschwartz03 on 25 Jun 12 - No Cached
  • If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
    • Luke Fellows
      Luke Fellows on 27 Jun 13
       
      Arts teach student's to ask questions, not provide answers. Like in Improv - "Yes, and..." this agrees a concept and adds to the narrative. Never negate. Like and answer. "Why?" Game. Superficial question that digs for deeper answers.
  • Thinking is not driven by answers but by question
  • ...4 more annotations...
  • This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
  • only students who have questions are really thinking and learning
  • all statements that this or that is so — are implicit answers to questions
  • Answers on the other hand, often signal a full stop in thought
  • Joan McCabe on 25 Jun 12
     
    How deep questions drive thought. Statements are contrived originally by answering questions.
  • ...1 more comment...
  • Catherine Strattner on 27 Jun 12
     
    So, how do we provide "artificial cogitation"?
  • Gary Bedenharn on 27 Jun 12
     
    Need to ask questions to be able to think and then comes the learning.
  • Maria Guadron on 28 Jun 12
     
    "Thinking is driven by questions"
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