The most popular complaints about online learning are lack of engagement, slow response time from the instructor, and a loss of the sense of community.
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6 Ways To Make Online Education More Inviting | Edudemic - 92 views
edudemic.com/...online-engagement
fbl flexiblelearning blended learning edtech learningdesign education elearning
shared by Perry Angelonga on 30 Nov 11
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Anxiety is the enemy of learning. Students need to know their teacher, environment, and peers. In a virtual environment, you can only rely on your user interface to do this for you.
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An Introductory Discussion
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The Joy of Quiet - NYTimes.com - 4 views
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The central paradox of the machines that have made our lives so much brighter, quicker, longer and healthier is that they cannot teach us how to make the best use of them; the information revolution came without an instruction manual.
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The only way to do justice to our onscreen lives is by summoning exactly the emotional and moral clarity that can’t be found on any screen.
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MAYBE that’s why more and more people I know, even if they have no religious commitment, seem to be turning to yoga, or meditation, or tai chi; these aren’t New Age fads so much as ways to connect with what could be called the wisdom of old age.
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Other friends try to go on long walks every Sunday, or to “forget” their cellphones at home. A series of tests in recent years has shown, Mr. Carr points out, that after spending time in quiet rural settings, subjects “exhibit greater attentiveness, stronger memory and generally improved cognition. Their brains become both calmer and sharper.”
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I noticed that all their talk was of sailing — or riding or bridge: anything that would allow them to get out of radio contact for a few hours.
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empathy, as well as deep thought, depends (as neuroscientists like Antonio Damasio have found) on neural processes that are “inherently slow.” The very ones our high-speed lives have little time for.
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I’ve yet to use a cellphone and I’ve never Tweeted or entered Facebook. I try not to go online till my day’s writing is finished, and I moved from Manhattan to rural Japan in part so I could more easily survive for long stretches entirely on foot, and every trip to the movies would be an event.
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Nothing makes me feel better — calmer, clearer and happier — than being in one place, absorbed in a book, a conversation, a piece of music.
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For more than 20 years, therefore, I’ve been going several times a year — often for no longer than three days — to a Benedictine hermitage, 40 minutes down the road, as it happens, from the Post Ranch Inn. I don’t attend services when I’m there, and I’ve never meditated, there or anywhere; I just take walks and read and lose myself in the stillness, recalling that it’s only by stepping briefly away from my wife and bosses and friends that I’ll have anything useful to bring to them.
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3 Ways the Internet Is Changing Education Right Now | Edudemic - 86 views
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a single laptop and a satellite internet connection can provide a classroom, school, or village with access to any content they wish
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Not only can the internet provide education to more people at a lower cost, it can also offer better quality.
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iCyte - Updates - 60 views
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Dec 1, 2010 The newest release of iCyte’s groundbreaking research management service lets you save and annotate PDFs (even from your local drive), create, name, search and sort your Cytes more easily, and even backup your projects offline! For a free online training session, contact training@icyte.com.
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Colleges use FAFSA information to reject students and potentially lower financial aid p... - 34 views
www.insidehighered.com/...otentially-lower-financial-aid
fafsa finaid higher ed higher education funding federal financial
shared by Sasha Thackaberry on 05 Nov 13
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When would-be college students apply for financial aid using the FAFSA, they are asked to list the colleges they are thinking about attending. The online version of the form asks applicants to submit up to 10 college names. The U.S. Department of Education then shares all the information on the FAFSA with all of the colleges on the list, as well as state agencies involved in awarding student aid. The form notes that the information could be used by state agencies, but there is no mention that individual colleges will use the information in admissions or financial aid -- and there is no indication that students could be punished by colleges for where they appear on the list.
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Now, some colleges use this “FAFSA position” when considering students’ applications for admission, which may affect decisions about admission or placement on the wait list, said David Hawkins, director of public policy and research for the National Association for College Admission Counseling.
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So the institution is disinclined to use up a precious admissions slot for a student who is unlikely to enroll. “The student has no idea that this information is being used in this context,” Hawkins said. The federal government "doesn’t indicate it. Institutions certainly aren’t telling students they are using it. Certainly, this is a concern from this association’s standpoint.”
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It's unclear if the Education Department was aware of this issue until contacted by Inside Higher Ed on Friday. The department now says it will review the longstanding practice of sharing the FAFSA positions with every college.
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The use of the list on the FAFSA is just another example of how colleges are using increasingly sophisticated data mining techniques to recruit and shape their classes.
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POLITIQUE : WIKILEAKS - Les secrets du chevalier blanc, actualité Tech & Net ... - 6 views
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Menacé par les services secrets américains et par tous les acteurs qu'il bouscule, WikiLeaks se protège. Pas de bureau ou d'adresse physique : seule une boîte postale à l'université de Melbourne, ainsi que des adresses e-mail anonymisées permettent aux informateurs de contacter l'équipe.
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L'infrastructure technique, parfois en peine par manque de financement, est basée en Suède, chez un hébergeur lié au très controversé The Pirate Bay. D'autres serveurs sont répartis dans le monde entier,
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Le porte-parole, Julian Assange, a toutefois mis en place un comité éditorial restreint, dont neuf noms sont dévoilés. Parmi eux, Wang Dan, l'un des 21 étudiants "les plus recherchés" par la Chine après les manifestations de Tiananmen en 1989, le Britannique Ben Laurie, génie mondialement reconnu de la cryptographie, ou encore le Brésilien Chico Whitaker, cofondateur du Forum social mondial.
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Son objectif dans la vie ? "Provoquer ou orienter des réformes politiques", en révélant des informations jusque-là cachées aux citoyens. Un peu comme ce qu'avait fait son modèle, Daniel Ellsberg, en 1971 : cet ancien analyste de la RAND Corporation (un très influent think tank américain) avait alors transmis à la presse les "Pentagon papers"
BCLocalNews.com - Need for constant contact - 19 views
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Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views
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students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
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the research process is likely to become much more open
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"If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
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a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
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All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
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Bill Wolff's Composing Spaces » Blog Archive » diigo anounces diigo education - 0 views
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The outstanding social bookmarking and annotating application, Diigo, has announced the release of Diigo Education.
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Diigo Education has the following features: Teacher accounts must be approved Personalized Teacher Console A teacher can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. To protect the privacy of students, student accounts have special settings which only allow their teachers and classmates to contact them and access their personal profile information. Ads presented to student account users are limited to education-related sponsors. Educators, especially those in K-12 settings where Diigo is blocked by Internet filters, will benefit from this version. I strongly recommend you apply for a free Diigo Educator account and/or check out the FAQ and Getting Started tutorial.
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Online Literacy Is a Lesser Kind - ChronicleReview.com - 0 views
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National School Boards Association measures social networking at nine hours per week, much of it spent on homework help
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I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire
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Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
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And just how do pencils and blackboards form intellegence? I find the the whole "sitting around a flickering campfire" nonsense. Article seems to be written by one who wants to ignore the cultural changes taking place in how information is created and distributed. The linear, author-driven narrative is nothing more than an attempt to keep authortarian control over information and the learning process. Much of science cannot be approached in a linear fashion but has to recognize a web of relationships and interactions.
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Havasuonline :: Contact Us :: Work at Havasuonline - 0 views
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Ten Ideas for Getting Started with 21st Century Teaching and Learning by Lisa Nielsen - 1 views
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could not survive or teach effectively without these three things.
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You need ideas about how to enhance the curriculum with technology.
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well thought out professional development plan
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assess how you’re doing.
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no longer acceptable
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I recommend investing in low cost laptop carts so students also have devices
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you need a laptop, projector, and internet access.
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Wikis are an amazing and transformative tool for educators
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How do you use this in the classroom? For students? I need more information on ths.
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If you click on the link just 2 lines below this highlight ('over here') there are clues on how to use wikis in teaching. In Chemical Education, we have been investigating using these both to teach and to build an online living text. See Laura Pence's talk at http://www.softconference.com/llc/player.asp?PVQ=GEDM&fVQ=EKKJFJ&hVQ= (may require ACS membership). Contact me if you are interested in how other chemists are using them.
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The Future of Learning: An Interview with Alfred Bork - 82 views
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active environment maintains student interest for a long period of time, even with difficult learning material.
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the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.
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In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.
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, on a moment-to-moment basis, just what the student knows and just what learning problems are occurring
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key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.
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A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.
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In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.
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highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.
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mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.
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existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.
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Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.
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highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students
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The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.
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Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.
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Digital-Natives - 2 views
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practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us
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Our students look to us to incorporate these new technologies into our advising practice. Students increasingly want to contact us via email, text messaging, and instant messaging rather than meet with us in our offices.
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We must remember that students feel that a digital meeting is just as real as an office meeting, and they take away the same meaning and feeling as from an office meeting. If we only offer services in ways in which we are comfortable, then students may never feel that we are meeting them at their level. How can we practice developmental advising if we will not expand our comfort zones? Are we helping students when we force them to meet us in the same manner?
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We should be willing to laugh at our “accents” and move on. Listen to what students tell us about how technology can be beneficial to how we conduct our lives, work with them, and value their knowledge.
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How do we bridge the gap between Natives and Immigrants? There are strategies we can employ that will help us reach our Native students
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Soviet Psychology: Psychology and Marxism Internet Archive - 14 views
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we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.
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Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.
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As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.
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He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena
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We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society
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1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.
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Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter