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Christopher Pappas

What kind of support do Online graduate students need? - 0 views

elearningindustry.com/...ate-students-support-education

kind support online graduate students Online graduate Postgraduate students Graduate study online students support online students online learners elearning students online teachers online educators Training education web2.0 tools technology course learni

shared by Christopher Pappas on 29 Dec 12 - No Cached
  • Christopher Pappas on 29 Dec 12
     
    What kind of support do Online graduate students need? - A must read article that online educators should read! Online learners face many challenges - from staying motivated and beating procrastination, to meeting multiple deadlines. And, as we know, e-learning students are already busy; preoccupied with many competing priorities. http://elearningindustry.com/subjects/general/item/424-online-graduate-students-support-education Thank you Dr. Liz Hardy!
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 5 views

virtualschooling.wordpress.com/...-university-of-wisconsin-stout

Wisconsin-Stout graduate certificate series e-learning graduate certificate e-learning and online teaching K-12 online teaching

shared by Dennis OConnor on 30 Aug 11 - No Cached
  • Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
  • Dennis OConnor on 30 Aug 11
     
    Michael, Thanks for letting your readers know about our program. I am the advisor for the E--Learning and Online Teaching Graduate Certificate program. I also wrote and teach two of our 5 classes, E-Learning for Educators and the E-Learning Practicum. Our graduate classes are offered by the University of Wisconsin Stout, School of Education. (We are not an extension program.) I'm delighted to be able to talk with those interested in K-12 Virtual Education. I was a public school teacher for 25 years before I went fully online. Working online has been a journey of discovery and a constant reminder of the joys of being a lifetime learner. As you mention we do mix together all kinds of educators in our classes. A typical course will include K-12 classroom teachers, some K-12 online teachers and a good number of community college and university instructors. We also see health educators and some corporate trainers. Folks join us from around the country and the world. It's an eclectic mix of people who all share an interest in teaching online. Our goal is to help people become experienced professional online teachers as a way to expand and grow their careers. To accommodate everyone's interests we have our materials highly differentiated. K-12 teachers have the option of investigating the great resources from iNacol. They are encouraged to build useful quizzes and surveys and to craft discussion prompts as they practice facilitation skills. The topics for all projects are learner selected. We emphasize a practical hands on approach where participants can use what they learn and make right away. The great thing is to see a strong community of practice develop between all kinds of educators. Everyone is richer for it. When it comes to the E-Learning Practicum, I customize each student's experience. I have managed some placements with K-12 Virtual Schools. More often, K-12 teachers take one of two options. Both involve teaching with one of our cooperating
Dennis OConnor

Googlios - 34 views

sites.google.com/...home

portfolios eportfolios resources google googlios

shared by Dennis OConnor on 15 Sep 11 - No Cached
  • Welcome to "Googlios" where free Google tools meet ePortfolios.   This site is intended to be a collection of resources for those interested in using ePortfolios in Education.  Watch the 2 minute Intro video here
  • Dennis OConnor on 15 Sep 11
     
    Many of the participants in the UW-Stout E-Learning and Online Teaching Graduate Certificate Program use Google Sites to create their e-portfolios.  The portfolios are created and used throughout the program. During the practicum, when students become teachers by teaching in one of our graduate classes, they also refine and polish their portfolios. Ultimately the online portfolio becomes a job search tool that helps our graduates show a potential employer what they know. 
Abhinav Outsourcings

Nova Scotia Unveils a New Immigration Program for Selected International Graduates - 0 views

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shared by Abhinav Outsourcings on 28 Jul 21 - No Cached
  • Abhinav Outsourcings on 28 Jul 21
     
    Good news for International graduates in healthcare and childcare sector seeking to migrate to Canada. The province of Nova Scotia has introduced a new immigration program that provides a permanent residency pathway to international graduates in Canada with valid job offers in the health and childcare sector. 
Ninja Essays

9 Amazing Tools for Teaching Essay Writing - 0 views

www.curriki.org/ols-for-teaching-essay-writing

apps education tools teaching essay writing college students online

shared by Ninja Essays on 10 Aug 15 - No Cached
  • Ninja Essays on 10 Aug 15
     
    "Essay writing skills are necessary for high GPA in high school, college and graduate school admissions, successful graduation, and growth in any profession. For most students, academic writing is the most difficult aspect of their studies. One of the reasons for that is improper introduction to the art of essay writing, which is supposed to be done at early age."
Dennis OConnor

E-Learning-Jobs-Special-from-UW-Stout - 15 views

myemail.constantcontact.com/obs-Special-from-UW-Stout.html

e-learning jobs e-jobs online adjunct online professor online teaching

shared by Dennis OConnor on 03 Sep 11 - No Cached
  • Dennis OConnor on 03 Sep 11
     
    Back to school issue. August and September are times when jobs are landed. This newsletter is dedicated to helping anyone looking for a job as an online teacher. I write this newsletter as a service for students and graduates of the E-Learning and Online Teaching Graduate Certificate Program at the University of Wisconsin Stout. ~ Dennis O'Connor (Program Advisor)
Victorious Kidss Educares Pune

Victorious Kidss Educares features in the 'Teacher's Magazine' - 0 views

www.victoriouskidsseducares.org/latest-news.html

shared by Victorious Kidss Educares Pune on 14 Apr 16 - No Cached
  • Victorious Kidss Educares Pune on 14 Apr 16
     
    You all will be happy to know that our school, Victorious Kidss Educares, has been featured in the 'Teachers Magazine' - April - June 2016 edition, two (2) pages, published by the Australian Council for Educational Research (ACER). This magazine focuses on the professional development community for teachers & educators. 'The key feature is to create a school, that is a truly global learning community, is to ensure every child's learning need is, addressed , not only what we learn, but how we learn. Our goal is to graduate students who, in contributing to a better world, are critical and independent thinkers with strong capabilities in solving problems and making decisions'. For more information visit is @ http://www.victoriouskidsseducares.org/latest-news.html
researchpros

Free Marketing Dissertation Topics - 0 views

www.researchprospect.com/marketing-dissertation-topics

#research #topics #Dissertation

shared by researchpros on 27 Feb 17 - No Cached
  • researchpros on 27 Feb 17
     
    Need to Kickstart Your Marketing Dissertation? Looking for Intriguing Marketing Research Topics? Here are some excellent free dissertation topics for undergraduate and graduate marketing students.
Dennis OConnor

E-Learning and Online Teaching | Scoop.it - 37 views

www.scoop.it/...e-learning-and-online-teaching

online teaching e-learning 'distance education' teaching e-learning jobs

shared by Dennis OConnor on 09 Nov 11 - No Cached
  • Dennis OConnor on 09 Nov 11
     
    Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
Sarah Bresnahan

Dissertation Solutions for Your Writing Dilemmas | Essay Writer - 0 views

www.essaywriter.co.uk/dissertation-writing.aspx

how to write your dissertation guide

shared by Sarah Bresnahan on 06 Nov 13 - No Cached
  • Sarah Bresnahan on 06 Nov 13
     
    Getting Ready for Your Graduation March with Dissertation Services that Guarantee Writing and Research Success!
Jeremy Jones

Behance - 0 views

www.behance.net/...MBA-Goals-if-You-Dont-Have-Any

academic writing services Post-MBA goals

shared by Jeremy Jones on 04 Aug 15 - No Cached
  • Jeremy Jones on 04 Aug 15
     
    So what will happen if you aren't sure of your post-MBA goals? What should you do if, for example, you are frequent in career change and know you want to gain the skills that will offer professional academic writing services but are not sure what career route you want to take after graduation?
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Clif Mims

PaperRater - 7 views

www.paperrater.com

Language-Arts Writing Research Resources Free Cheating

shared by Clif Mims on 19 Mar 10 - Cached
  • Clif Mims on 19 Mar 10
     
    Pre-Grade Your Paper: Free Online Grammar Checker, Proofreader, and More "PaperRater.com is a free resource, developed and maintained by linguistics professionals and graduate students. PaperRater.com is used by schools and universities in over 46 countries to help students improve their writing. PaperRater.com combines the power of natural language processing (NLP), artificial intelligence (AI), machine learning, information retrieval (IR), computational linguistics, data mining, and advanced pattern matching (APM). We offer the most powerful writing tool available on the internet today."
Dennis OConnor

E-Learning Graduate Certificate Program: Problem solving in an online constructivist cl... - 0 views

elearning-certificate.blogspot.com/...problem-solving-in-online.html

e-learning constructivism problem solving graduate

shared by Dennis OConnor on 12 Jan 11 - No Cached
  • If you come across a question you can't answer, be honest. Don't bluff or portray yourself as an expert when you aren't. Instead model the collaborative skills you've developed and work together with the student to solve problems.
  • By sharing power you enhance the learning community. 
  • 1. Wait time.
  • ...8 more annotations...
  • Here are some problem solving tips.
  • 2. Admit when you're uncertain.
  • 3. Practicum Interns should consult with your cooperating instructor on anything that might get sticky.
  • In an internship,  go to your cooperating cooperating instructor first.  
  • When you're teaching online for a company or university use the chain of command.
  • 4. Use your search skills.
  • Problem solving is an ongoing process. 
  • See our NEW Checklist for Online Instructors for a comprehensive guide to best practices in e-learning! 
Dennis OConnor

E-Learning Graduate Certificate Program: mLearning: Using Mobile Technologies to Enhanc... - 0 views

elearning-certificate.blogspot.com/...ng-mobile-technologies-to.html

elearning graduate credit mobile mlearning iphone blackberry android

shared by Dennis OConnor on 12 Jan 11 - No Cached
  • Fundamental to the modern definition of mlearning is that it is the learner/learning that is mobile, not the device. In-depth analysis of mobile learning research, trends, instructional strategies, curriculum integration, professional development, and on-the-job training using handheld technology such as the iPad, iPod Touch, iPhone, and smartphones.
  • Dennis OConnor on 12 Jan 11
     
    This is a terrific class taught by author and online educator Ann Bell. Cutting Edge!
Victor Hugo Rojas B.

Blogging About The Web 2.0 Connected Classroom - 8 views

web20classroom.blogspot.com

blog web2.0 blogging classroom education technology web 2.0 blended learning pédagogie internet

shared by Victor Hugo Rojas B. on 08 Oct 09 - Cached
  • Victor Hugo Rojas B. on 08 Oct 09
     
    "I can remember a particular English Teacher who used one of those terms in just about every sentence to us. "I have to provide you '21st Century Skills' or else you won't be prepared for college or the 'real world." Being a Senior, close to graduation, I didn't really want to know or even care about, what she was talking about; I just wanted out!"
Ninja Essays

Preparing for the Job Search as a College Student - - 0 views

thebrandingmuse.com/ch-as-a-college-student-2.html

preparing job job search search college student education technology resources

shared by Ninja Essays on 16 Mar 15 - No Cached
  • Ninja Essays on 16 Mar 15
     
    "While you're still in college, the process of job hunting after graduation seems distant. Instead of thinking about the struggles you're about to face, you don't bother getting mobilized before you have the degree in your hands. College students fail to understand a very important thing: it's never early to take action and prepare themselves for the job market."
makemoney07

How to Make Money as a University Student - make-lots-of-money.com - 0 views

www.make-lots-of-money.com/make-money-university-student

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shared by makemoney07 on 17 Aug 17 - No Cached
  • makemoney07 on 17 Aug 17
     
    Studying in a university both has its up and downs. You might be on your way to getting a diploma but the road from high-school graduate to getting your degree is a tough one. Students have told horror stories of being so broke they've resorted to an everyday diet of instant ramen. While admittedly, instant ramen sounds good, here are a few ways for you to earn extra cash on the side so you can afford other things. Continue reading here http://www.make-lots-of-money.com/make-money-university-student/
Abhinav Outsourcings

Overseas Applicants - Reside in Tranquil Tasmania with the Subclass 489 Visa! - 0 views

immigrationvisaconsultantsdelhi.wordpress.com/...asmania-with-subclass-489-visa

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shared by Abhinav Outsourcings on 11 Jul 19 - No Cached
  • Abhinav Outsourcings on 11 Jul 19
     
    Tasmania is an Australian province where vibrant communities co-exist harmoniously amidst breath-taking natural surroundings. The ample career opportunities, affordable housing, mild climate, excellent education system and healthcare facilities attract several skilled workers to this state. Australian states and territories can nominate suitable individuals to fulfill skill shortages in the local labour market. Through state nomination under the Skilled Regional (Provisional) Subclass 489 visa, a qualified skilled worker currently residing a country other than Australia can live and work in the nominating state or territory for up to 4 years. Under this visa, there are also pathways for Tasmanian graduates and foreign nationals working in Tasmania.
puzznbuzzus

How to Prepare Aptitude Test for Competitive Exams - 0 views

Practice as many questions before your assessment. The more psychometric aptitude test questions you practice the more your speed, accuracy and confidence will improve. Improving these factors will...

Aptitude Test Online

started by puzznbuzzus on 23 Feb 17 no follow-up yet
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