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Alicia Fernandez

Becoming a "Communal Architect" in the Online Classroom - Integrating Cognitive and Aff... - 0 views

www.westga.edu/...woods61.htm

communal scaffold communal architect social presence community building social networking

shared by Alicia Fernandez on 02 Jul 14 - Cached
  • Alicia Fernandez on 02 Jul 14
     
    Authors discuss several online and offline community-building strategies that may be used to foster a positive social dynamic in online courses.
Alicia Fernandez

Building a Model Explaining the Social Nature of Online Learning - 0 views

www.ifets.info/...14.pdf

online learning social constructs social presence sense of community

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Based on a framework emphasizing the social nature of learning, this research examines a model of how social constructs affect satisfaction within online learning.
Alicia Fernandez

The Use of Alternative Social Networking Sites in Higher Educational Settings: A Case S... - 0 views

www.ncolr.org/...9.2.4.pdf

online learning social presence social networking 'Ning

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Study suggests that education -based SNSs can be used most effectively in distance education courses as a technological tool for improved online communications among students in higher distance education courses.
Alicia Fernandez

A Longitudinal Study of Online Learners: Shoppers, Swirlers, Stoppers, and Succeeders a... - 0 views

www.westga.edu/...layne_boston_ice162.html

online learning demographic predictors retention persistence

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    The purpose of this study was (1) to identify significant student demographic predictors among students who dis-enroll ("stoppers"), reenroll ("swirlers" and/or "shoppers"), and/or complete their online program of study ("succeeders"), and (2) to calculate the variance among the significant predictors.
Alicia Fernandez

Teaching to think: applying the Socratic method outside the law school setting - 0 views

www.cluteinstitute.com/...index

Socratic questions

shared by Alicia Fernandez on 02 Jul 14 - No Cached
  • Alicia Fernandez on 02 Jul 14
     
    Evaluation of criticisms of Socratic method PDF downloadable via IE
lkryder

5 Visual Design Strategies that Promote Student Retention - 2 views

facultyecommons.org/that-promote-student-retention

design multimedia visuals

shared by lkryder on 03 Jul 14 - No Cached
  • everal aspects of course design can affect retention; however, one of the most overlooked is visual design. Looks matter. In fact, in e-Learning and the Science of Instruction, Richard Mayer and Ruth Clark have reported an average learning increase of 89% in courses that added relevant visuals to text. With this in mind, consider the five design strategies listed below that can help capture students’ eyes and interest throughout your course.
  • Every visual should serve a specific purpose and align with your objectives.
  • Graphics should act as street signs that compliment content and guide students in the right direction, so keep your graphical layout sleek and minimal.
  • ...1 more annotation...
  • Make media memorable by ensuring that it clarifies, extends, or reinforces concepts.
  • lkryder on 03 Jul 14
     
    design ideas for visuals and multimedia
  • lkryder on 03 Jul 14
     
    design ideas for visuals and multimedia
lkryder

The Power Of Visual Grouping - 1 views

theelearningcoach.com/...the-power-of-visual-grouping

design visuals multimedia power

shared by lkryder on 03 Jul 14 - No Cached
  • lkryder on 03 Jul 14
     
    good examples of how our brain is connected to our eyes
lkryder

Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views

www.facultyfocus.com/...learner-visible-signs-learning

visuals games gamification ZPD multimedia design

shared by lkryder on 03 Jul 14 - No Cached
  • One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
  • Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
  • Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
  • ...2 more annotations...
  • Mastery learning provides an approach that recognizes that aptitude for learning may be more closely linked to time and perseverance than to ability (Bloom, 1971; Melton, 2008)
  • The technique of scaffolding and the use of levels in games provides visual progress to the student and maintain interest in the instruction as the student moves from level to level having different experiences and achieving success as they progress toward the ultimate goal. In gamification, the levels usually become more difficult and challenging as the student moves toward the end and the skills they exhibit at the final level would not be possible without the experience of playing the preceding levels. This idea is embodied in Merrill’s application principle that “instruction should provide coaching, which should be gradually withdrawn to enhance application” (Merrill, 2009, pp. 42).
    • lkryder
      lkryder on 03 Jul 14
       
      coaching in this case can be automated if the tools are deployed well
  • lkryder on 03 Jul 14
     
    gamefying and use of visual signs of learning, ZPD
lkryder

Johns Hopkins University School of Education Graphics and Learning - 0 views

education.jhu.edu/...dickinson_graphic.htm

learning graphics education visualization diagrams

shared by lkryder on 03 Jul 14 - No Cached
  • It is of course important to organize one's ideas before formal writing, but I now believe that all students should have the choice of whether to do so in outline or in some graphic form.
  • lkryder on 03 Jul 14
     
    visualizing ideas and types of visualization
  • lkryder on 03 Jul 14
     
    visualizing ideas and types of visualization
Teresa Dobler

Microsoft Word - SelfPeerAssessment.doc - 0 views

sydney.edu.au/...SelfPeerAssessment.pdf

peer review

shared by Teresa Dobler on 03 Jul 14 - No Cached
  • peer pressure
  • endency to award everyone the same mark.
  • feel ill equipped
    • Teresa Dobler
      Teresa Dobler on 03 Jul 14
       
      We must train them so that they do not feel unprepared.
Teresa Dobler

Student peer assessment - 0 views

www.keele.org.uk/...bostock_peer_assessment.htm

peer review

shared by Teresa Dobler on 03 Jul 14 - No Cached
  • By judging the work of others, students gain insight into their own performance
    • Teresa Dobler
      Teresa Dobler on 03 Jul 14
       
      Clear advantage of peer assessment!
  • An important role for self and peer assessment is providing additional feedback from peers while allowing teachers to assess individual students less, but better
  • double anonymity of assessors and assessees
  • ...1 more annotation...
  • eaknesses can be avoided with anonymity, multiple assessors, and tutor moderation.
lkryder

How to Prepare Better Multiple Choice Test Items - 0 views

testing.byu.edu/...betteritems.pdf

tests questions quizzes

shared by lkryder on 03 Jul 14 - No Cached
  • lkryder on 03 Jul 14
     
    From Brigham Young.
cpcampbell88

Cooperative Learning - 0 views

www.context.org/...johnson

shared by cpcampbell88 on 03 Jul 14 - No Cached
  • cpcampbell88 on 03 Jul 14
     
    Roger and David Johnson are brothers who are managing to work cooperatively as faculty at the College of Education, University of Minnesota (202 Pattee Hall, Minneapolis, MN 55455).- Robert GilmanH...
  • cpcampbell88 on 03 Jul 14
     
    Roger and David Johnson are brothers who are managing to work cooperatively as faculty at the College of Education, University of Minnesota (202 Pattee Hall, Minneapolis, MN 55455).- Robert GilmanH...
sherrilattimer

FILLING THE TOOL BOX - 0 views

www.fno.org/toolbox.html

learning assessment questioning inquiry

shared by sherrilattimer on 03 Jul 14 - Cached
  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
  • ...7 more annotations...
  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
  • sherrilattimer on 03 Jul 14
     
    Classroom strategies to engender student questioning.
lkryder

SDE - National Conference on Differentiated Instruction - 0 views

www.sde.com/di2014

national conference differentiated differentiated instruction instruction

shared by lkryder on 03 Jul 14 - No Cached
  • lkryder on 03 Jul 14
     
    For my classmates interested in Differentiated Instruction
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