Best content in ETAP640 | Diigo

CL1 - More Information: Group Size - 0 views

www.wcer.wisc.edu/...MI3G.htm

group size

shared by Teresa Dobler on 08 Jul 14 - No Cached

small as possible to promote positive interdependence, yet as large as necessary to provide sufficient diversity of opinions and backgrounds as well as resources to get the job done
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complex semester long project may require the resources of a larger group
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Students in large groups (eight in this case) focused on the difficulties of scheduling meetings.
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personal
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Management Strategies: Do Smaller or Larger Groups Promote Better Individual Performanc... - 0 views

business.time.com/...xpected-costs-of-collaboration

large group collaboration

shared by Teresa Dobler on 08 Jul 14 - No Cached

while larger teams generally are more productive overall than smaller ones, individual members of the bigger groups were less fruitful than their counterparts on the smaller teams.
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people may not have the time and energy to form relationships
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On a smaller team, people knew what resources were available and felt they could ask questions when things went wrong. The situation was more controllable
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motivation and coordination loss.
- Teresa Dobler on 08 Jul 14
  
  Two reasons why individuals in larger groups do not perform as well.
  
  <div class="cArrow"> </div><div class="cContentInner">Two reasons why individuals in larger groups do not perform as well.</div>
  
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Establishing a Competence Profile for the Role of Student-centred Teachers in Higher Ed... - 0 views

search.ebscohost.com.libproxy.albany.edu/login.aspx

shared by mikezelensky on 01 Jul 14 - No Cached

mikezelensky on 01 Jul 14

ABSTRACT: The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher...

<div class="cArrow"> </div><div class="cContentInner">ABSTRACT: The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher...</div>

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ETAP640amp2014: Are you prepared to change the way you teach? - 0 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 08 Jul 14 - No Cached

While students naturally and instinctively know how to use social media,
- alexandra m. pickett on 08 Jul 14
  
  question this assumption!!
  
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- alexandra m. pickett on 08 Jul 14
  
  support this assertion!!
  
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Online social networks as formal learning environments: Learner experiences and activit... - 0 views

www.irrodl.org/...2077

Online learning learner experience online social networks social networking sites Elgg

shared by Alicia Fernandez on 08 Jul 14 - No Cached

Alicia Fernandez on 08 Jul 14

Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation.

<div class="cArrow"> </div><div class="cContentInner">Case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and "workarounds" to manage their time and participation. </div>

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Personal knowledge management skills in web 2.0-based learning | maria chiara pettenati... - 0 views

www.academia.edu/...ills_in_web_2.0-based_learning

personal knowledge management online learning

shared by Alicia Fernandez on 08 Jul 14 - No Cached

Alicia Fernandez on 08 Jul 14

Chapter 6 deals with the importance of acquiring and mastering a set of personal knowledge management (PKM) skills to perform successfully in the Web 2.0 environment for learning.

<div class="cArrow"> </div><div class="cContentInner">Chapter 6 deals with the importance of acquiring and mastering a set of personal knowledge management (PKM) skills to perform successfully in the Web 2.0 environment for learning. </div>

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TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views

www.teachersfirst.com/...involving-students.cfm

rubrics assessment collaboration

shared by efleonhardt on 07 Jul 14 - No Cached

have a better understanding of the standards, gradations, and expectations of the assignment
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sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
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with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
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tudents feel more empowered and their learning becomes more focused and self-directed.
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Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views

faculty.mwsu.edu/...rubrics.htm

rubrics assessment tools collaboration

shared by efleonhardt on 07 Jul 14 - No Cached

measurable criteria that can be counted or marked as present or not present in the work that is being evaluated. 
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This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
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Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
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will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
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when there is a wide range of variation between quality work and work that is not yet proficient.
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writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
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that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
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Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well. 
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Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
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better diagnostic information and provide students more feedback about how to make his or her work better
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Analytical rubrics, on the other hand, break down the final project into parts
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empowered to take more responsibility for their own learning.
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