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Rafael Morales_Gamboa

The Discussion Forum is Dead; Long Live the Discussion Forum - Hybrid Pedagogy - 74 views

  • There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera.
  • as though one relatively standardized interface can stand in for the many and varied modes of interaction we might have in a physical classroom
    • Rafael Morales_Gamboa
       
      The point is not to reproduce what occurs in the physical classroom, but to provide support for discussion that takes advantage of the digital environment.
  • predetermined variables
    • Rafael Morales_Gamboa
       
      They do not have to be predetermined.
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  • Most online learning platforms make customization slow or difficult enough to deter responsiveness or impulsivity
    • Rafael Morales_Gamboa
       
      I do not agree with this. It would require a well defined criteria to properly compare the flexibility of both environments.
  • building community is at the heart of learning
  • which would never seem reasonable in our on-ground pedagogy
    • Rafael Morales_Gamboa
       
      That does not mean it does not make sense in the digital environment. 
  • Students post because they have to, not because they enjoy doing so
  • Rather than hacking the system to fit our pedagogy, we can easily become the teachers the LMS wants us to be
  • In a classroom, we work diligently to unify our students, to foster a supportive environment, and to encourage cooperation and collaboration
    • Rafael Morales_Gamboa
       
      Too much of an idyllic view of the physical classrom. If what is said here about it where the case in the mayority of cases, the world would be a much better one.
  • While some might argue that the 140-character limit doesn’t allow for deep inquiry, we disagree. Twitter, rather, becomes a tool for a collective inquiry, creating depth through the metonymic relationship between tweets and between tweets and what they link to.
    • Rafael Morales_Gamboa
       
      What about the bus stop metaphor? Does it not apply to Twitter as well?
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    "There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera."
Rachel Hinton

Nine Ways to Improve Class Discussions - 144 views

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    "I once heard class discussions described as "transient instructional events." They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don't take notes; and then the discussion ends-it runs out of steam or the class runs out of time. If asked a few days later about the exchange, most students would be hard-pressed to remember anything beyond what they themselves might have said, if that. So this post offers some simple suggestions for increasing the impact of the discussions that occur in our courses."
Mary Glackin

Rubrics for Evaluating Discussion Forums in Online Courses | Faculty Focus - 109 views

  • The quality of the discussion forum depends on the ability to develop a sense of community, the clarity of the discussion questions, and the use of a grading rubric that includes standards of performance.
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    "The quality of the discussion forum depends on the ability to develop a sense of community, the clarity of the discussion questions, and the use of a grading rubric that includes standards of performance."
Dallas McPheeters

Online Discussions: Tips for Instructors - 56 views

  • Online Discussions: Tips for Instructors Online discussions are much like face-to-face discussions: they require preparation and active management in order to facilitate student learning. However, added complexities exist in the online environment, such as getting students comfortable with the conferencing system and helping them to communicate clearly without the aid of nonverbal communication cues. This tips sheet outlines the benefits of online discussions, then provides tips for both planning and facilitating such discussions. Tips to pass on to your students are also included at the end.
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    Nearly complete and concise explanation with strategies for successful online discussions. Excellent resource. Needs only a rubric to round out fully.
Jennifer Diaz

13 Strategies to Improve Student Classroom Discussions - 149 views

  • These 13-teacher and expert-tested strategies will strengthen your students' ability to find and use evidence from any text
  • Texts that inspire questions encourage students to return to the text and find support for their answers
  • starting with one overarching focus question
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  • Require students to have evidence ready at the start of the discussion
  • "prove it"
  • evidence will actually open up a text to different interpretations
  • The challenge is getting students to expand and explain. To get students to explain why they choose a piece of evidence, provide them with a structure that moves from evidence to interpretation. Williams' students use a graphic organizer with three columns: They write their answer in the first column, note textual evidence in the second, and explain their evidence in the third.
    • Jennifer Diaz
       
      I want to do this!
  • Use sentence starters strategically
  • In the text ... the author mentions ...
  • the author uses this evidence to ... this lets us know that ...
  • Give students enough time to flip through and find just the right piece of evidence. If other students are getting antsy, choose one of your always-ready students to share, then loop back to the student who needed time with the text
    • Jennifer Diaz
       
      Good idea to keep the pace moving, while providing enough time to find better evidence.
    • deniseahlquist
       
      And if you encourage a collaborative atmosphere, having students ALL look for evidence related to each person's idea will mean they are all engaged in searching whenever anyone makes a claim. Either choose someone who has found it, or have them mark the page and keep searching for more evidence. Then have students ALL GO to the passage cited, so they can closely follow and respond with additional or conflicting evidence.
  • "Just because there's more than one right answer," says Riley, "doesn't mean there's no wrong answer."
    • deniseahlquist
       
      Part of what students do when they all look for evidence for each idea is to learn to weigh evidence for competing ideas and sift out "weaker" or unsupported answers from "stronger" claims. Brainstorming an idea that later doesn't pan out should not e seen as bad or wrong, but more accurately as the way idea-generating and sifting actually happens in many situations.
  • According to page
  • create an anchor chart
    • Jennifer Diaz
       
      Create and authentic anchor chart of student/teacher generated starters and prompts.
  • Listen for how students personalize the discussion, and encourage them to develop their own voice.
  • go back to the text
  • They answer the focus question a second time, explain whether or not they changed their answers, and reflect on how the evidence brought up during discussion impacted their thinking.
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    Great ideas for 6th grade response to literature discussion and writing.
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    I haven't taught sixth grade for 3 1/2 years now, but if I ever go back to ms, I'd incorporate this into my weekly plans. One way I get my second graders to grow their thinking is by having them respond to one another using the following prompts:  I agree with the part about…  Going back to what you said about…  One thing I noticed…  One thing I pictured…  It reminded me of…  I am not sure what you are saying. Could you say it in another way?  I agree with what you are saying because…  What you just said matches what is in my mind because…  I hear what you are saying, but I see it differently because…  If what you said is true, is it not also true that…  That is true, but… Or - That is true, and…  Could you say more?  Could you give me an example?  I would like to add on to what _________ said.  I have an example of what you just said.  I wonder why…  I was surprised to see…  Another thing that goes with that is…  So are you saying…
donnawesley

Gray, T. (2014). Enabling e-Learning: Professional learning community. Personal Blog. - 17 views

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    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
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    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
Clint Heitz

Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
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  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
Deborah Lyman

Professional Learning Communities: Communities of Continuous Inquiry and Improvement - ... - 28 views

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    SEDL discusses some of the interpretations of PLC. Additionally, SEDL discusses the development and attributes of a functional PLC. SEDL also discusses the variety of configurations of professional learning communities.
Andrew Williamson

#VicPLN Action - 26 views

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    On June 21 2012, the Government released a discussion paper which states its vision for the improvement of the teaching profession. The 'New Directions for School Leadership and the Teaching Profession,' aims to stimulate and inform discussion on the future of the teaching profession and school leadership.  As a collective of grass roots teachers, who are not currently being asked to participate in educational debates and discussion, we see this as an opportunity to enable teachers' voice.   Teachers: A great, yet untapped, source for policy makers.
Tonya Thomas

Podcasting Business Learning: Addressing the New Learning Styles for Generation Y - 1 views

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    by Stevina Evuleocha, Steve Ugbah California State University Abstract The quest for an ideal medium to deliver business content to Gen Y learners has led instructors to consider the Internet, since digital content that exists in databases can be manipulated by a range of programming services (Shim et al., 2006). Shim et al., have also asserted that web development has been hampered by bandwidth and difficulties of "back end integration," consequently, impacting the presentational aspects of data and user interfaces (Yang & Tang, 2005). Innovations in computer and software technologies appear to have ameliorated the technical difficulties, resulting in the emergence of new media such as podcasting, webcasting, videostreaming, blogging, and Synchronized Multimedia Integration Language (SMIL) technologies (Shim, 2002). These new media streams can be integrated into traditional lectures, thus enhancing the educational environment (McLaughlin, 2006), particularly for Gen Y learners. This paper discusses the efficacy of podcasting in business education, reviews the characteristics of Generation Y (Gen Y) learners, discusses learning styles and theories that support mobile learning, reviews learning styles of Gen Y learners, and discusses whether adaptations are necessary to address the updated needs of this new generation of learners in the business communication context.
Maggie Tsai

Diigo: a match made in SHEEN Sharing heaven? « SHEEN Sharing - 2 views

  • Diigo is like a next generation Delicious: it’s social bookmarking with the ability to also append comments and discussions on resources to the resources links, and to highlight and comment on sections of resources you’ve linked to.  Being a Web2.0 tool, you can then expose these resources, comments, discussions and highlights to other applications using feeds and widgets.  This means that the ECN can use Diigo to share resources and their experiences with them in one common place, but the results of this can be picked up and exposed in any site or repository.
  • instead of saving your favourites or bookmarks in your browser, you save them to your account on the website; this way, it doesn’t matter what computer you are on, you can always access them.  You can import your browser bookmarks
  • Diigo is a next-generation social bookmarking site.  It includes features for sharing and exposing annotations of, discussions around, and highlighted portions from resources, as well as really useful group features, allowing groups with specific interests to discuss and share resources.
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  • Diigo and Netvibes We’re trialling using Netvibes as a central gathering and dissemination point for resources shared and recommended via the ECN.  Netvibes lets you put any number of “blocks” or widgets into it so it’s a one-stop-shop with little windows into feeds and pages and tools from other sites. You can put a block in Netvibes from a Diigo group; you’ll see resources shared publicly within that group, along with tags, descriptions, comments, discussions, and highlighted portions of those resources. For each resource you can either view all the Diigo commentary on the resource, or view the resource directly (you can toggle easily between these in Netvibes). You can link straight from that block by tag, by user, by group, and by resource, and go straight into the relevant place in Diigo. You can have a block in Netvibes showing a public group’s  forum discussions. You can have a block in Netvibes showing your resource list slideshow. You can have blocks in Netvibes based on feeds for specific tags, e.g. a block showing everything tagged “employability”.  This means you can have a fairly fine-grained structure within Netvibes, making it easier for visitors to the Netvibes page to find things on the main topics of interest.
Margaret FalerSweany

Text to Text | 'The Giver' and 'The Dark Side of Young Adult Fiction' - NYTimes.com - 59 views

  • ideas for connecting it to a larger discussion about the popularity of dystopian literature, as well as options for going further
  • Key Questions: Why are dystopian novels so popular among young adults right now?
  • What can dystopian fiction show or teach us that, perhaps, other kinds of stories cannot
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  • In this forum, seven experts discuss the questions, Why do bestselling young adult novels seem darker in theme now than in past years? What’s behind this dystopian trend, and why is there so much demand for it?
  • Connecting “The Giver” to Other Dystopian Literature
  • Censorship and the Novel
  • An Ending for “The Giver”
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    New York Times discussion of why young adults read dystopian stories such as "The Giver." The Author talks about the book and a panel of 8 experts discuss dystopian literature. Exercises are provided that students can use when studying such stories and novels.
Wayne Holly

Vialogues : Meaningful discussions around video - 128 views

shared by Wayne Holly on 20 Jan 13 - No Cached
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    Similar to Voicethread, however it has more features to help guide/scaffold discussions around media content. You can embed these discussions into a CMS or blog page as well.
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    Vialogues (which derives from "video dialogues") is an online discussion platform that permits videos to act as powerful teaching resources and the conversation starters. It provides a space for users to hold meaningful, dynamic time-stamped discussions about videos. Excellent resource for educators and others interested in using popular culture resources of all sorts as conversation starters with students...
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    Creating Short Flipped Lessons.
Clint Heitz

ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views

  • Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
  • If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
  • Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
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  • If you want students to be better readers, writers, and thinkers in every content area, then writing every day in every class is key. Be sure to make that informal and spontaneous writing short, frequent, and shared.
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    "Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
JD Pennington

Diigo in College/University - 253 views

Some questions: Is it possible to get an RSS feed of group annotated links that are no longer live pages, but are instead highlighted static pages? This way I can get a feed of a the links that ...

education diigo

Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
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    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
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    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
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    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
  •  
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  •  
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
onepulledthread

Shaping a Culture of Conversation: The Discussion Board and Beyond | Academic Commons - 42 views

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    excellent tips for helping students claim the discussion space as real learning space.
Martin Burrett

UKEdChat Session 319: Planning and Resources - 5 views

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    Join the #UKEdChat discussion on Twitter at 8pm(UK) to discuss planning and teaching resources.
anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

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    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
pkrason

Free Technology for Teachers: Socratic Smackdown - A Game for Learning and Practicing D... - 131 views

  • forty students
    • pkrason
       
      I tried mine with a class of 30, and it worked out very well.  I chose to prepare the room in a typical Socratic Seminar fashion with chairs aligned in two concentric circles.  
  • text-based question
    • pkrason
       
      Essential Questions throughout the chapter work well for this purpose.
  • debate a question
    • pkrason
       
      We debated whether or not Emperor Qin Shi Huangdi was a successful leader.  We also built a discussion off of analyzing Medieval and Renaissance artwork.  
    • pkrason
       
      Debate
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    Socratic Smackdown is a fun discussion-based game to encourage students to formulate arguments and argue these points referencing textual evidence.
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