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Sasha Thackaberry

E-learning on the rise - 28 views

www.ccdaily.com/...e-on-rise.aspx

survey results NACCE elearning increasing trend

shared by Sasha Thackaberry on 18 May 14 - No Cached
  • ​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).
  • E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.
  • Eighty-four percent of respondents believe e-learning is a valuable educational tool.
  • ...4 more annotations...
  • The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
  • When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
  • Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
  • “Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCE President and CEO Heather Van Sickle.
Maureen Greenbaum

L3D Philosophy - 36 views

l3d.cs.colorado.edu/philosophy.html

technology Education

shared by Maureen Greenbaum on 17 Jun 13 - Cached
  • uture is not out there to be "discovered": It has to be invented and designed.
  • Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
  • previous notions of a divided lifetime-education followed by work-are no longer tenable.
  • ...18 more annotations...
  • Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
  • require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
  • current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
  • information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
  • important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
  • We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
  • Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
  • Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
  • ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
  • Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
  • technology should provide ways to "say the 'right' thing at the 'right' time in the 'right' way
  • challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
  • making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
  • What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
  • reduce the gap between school and workplace learning
  • How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
  • problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
  • teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
Mark Glynn

ERIC - Enhancing the Impact of Formative Feedback on Student Learning through an Online... - 49 views

eric.ed.gov/?id=EJ895699

feedback higher education assessment paper 2010 paraskakis hatziapostolou

shared by Mark Glynn on 03 May 16 - No Cached
  • Mark Glynn on 03 May 16
     
    "Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation and difficulty in relating to and reflecting on the feedback comments. In this paper we present Online FEdback System (OFES), an e-learning tool that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and to strengthen the quality of feedback through the way feedback is communicated to the students. We propose that an effective feedback communication mechanism should be integrated into a student's online learning space and it is anticipated that this provision will motivate students to engage with feedback. Empirical evidence suggests that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by extending its functionality and integrating it into a an open source learning management system"
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Dr. Sorin Adam Matei

Sloan-C International Conference - 0 views

www.ce.ucf.edu/alncfp

online learning sloan conference resources tools

shared by Dr. Sorin Adam Matei on 23 Apr 09 - Cached
  • Dr. Sorin Adam Matei on 23 Apr 09
     
    We invite you to submit a proposal for the 15th Sloan-C International Conference on Online Learning: "The Power of Online Learning: Opportunities for Tomorrow." The conference strongly encourages proposals that reflect the implications for the field of specific e-learning experience and practices. Proposals that address blended learning, issues of diversity, international applications of online learning, open educational resources and/or social networking are especially encouraged. Last year's conference attracted over 1100 participants to more than 180 presentations, as well as exhibits, pre-conference workshops, keynote and plenary addresses, and a variety of other special events.
Karen Polstra

Classroom 2.0 - 62 views

www.classroom20.com

web2.0 education technology collaboration socialnetworking

shared by Karen Polstra on 16 Jul 09 - Cached
    • Justin Shorb
      Justin Shorb on 28 Sep 09
       
      How many members of the Diigo Ed group are using this forum? I don't want to be overwhelmed by too many social networking groups that I become inundated with too much information to be a truly participating member of any of them. I like the Diigo Ed group, so far!
    • Monika King
      Monika King on 10 Oct 09
       
      I enjoy reading the items in the Forum, but I have yet to contribute.
    • Meredith Johnson
      Meredith Johnson on 04 Nov 09
       
      I find the two forums match very well for what my interests are in education.
    • Deb White Groebner
      Deb White Groebner on 06 Mar 10
       
      While I am new to the Diigo Ed group (and like it so far), I joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around.
    • Antwon Lincoln
      Antwon Lincoln on 12 Apr 10
       
      Just a wonderful resource for all who are in to connecting classrooms with technology!
    • Phil Taylor
      Phil Taylor on 15 Jun 10
       
      I also belong to Diigo in Education as well as four of EDTech type groups, as well as one that I have created for my school.
    • Gerald Carey
      Gerald Carey on 05 Nov 10
       
      I also can see different uses for these two forums.
    • Susan Wanke
      Susan Wanke on 07 Apr 13
       
      I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with tons of ideas for all of us.
  • social network for those interested in Web 2.0 and Social Media in education
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
    • Molly Hinkle
      Molly Hinkle on 15 Jul 11
       
      I'm wondering how the value of this will balance with the time required to do it right!
    • Karen Polstra
      Karen Polstra on 30 Jul 12
       
      Me too.  I just joined.  We will see.
  • Deborah Thonus on 16 Jul 09
     
    Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group!
  • ...5 more comments...
  • Virginia Meadow on 07 Sep 09
     
    The community for educators using Web 2.0 and collaborative technologies!
  • Bowling Bailey on 05 Nov 09
     
    I've been using it the last 3 weeks. There is a large group of educators there and usefull shared information.
  • dvaldez on 06 Nov 09
     
    I just joined the Classroom 2.0 ning about a week ago. It appears to have some valuable information. I am new to social networking, but am looking forward to the experience. I am very interested in Web 2.0 technologies so the ning seemed like a good place to start.
  • Biblioteca Juan Roa Vásquez on 18 Apr 11
     
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
  • Molly Hinkle on 15 Jul 11
     
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
  • Rod White on 19 Jul 12
     
    web 2,  classroom practice
  • Karen Polstra on 30 Jul 12
     
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
Maureen Greenbaum

The Future of College? - The Atlantic - 29 views

www.theatlantic.com/...375071

future college education pedagogy

shared by Maureen Greenbaum on 16 Aug 14 - No Cached
  • proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
  • inductive reasoning
  • Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
  • ...45 more annotations...
  • subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
  • felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
  • One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
  • because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
  • adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
  • past half millennium, the technology of learning has hardly budge
  • fellow edu-nauts
  • Lectures are banned
  • attending class on Apple laptops
  • Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
  • Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
  • “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
  • One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
  • when you have a noncurated academic experience, you effectively don’t get educated.
  • Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
  • “The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
  • What, he asks, does it mean to be educated?
  • methods will be tested against scientifically determined best practices
  • Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
  • We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
  • memory of material is enhanced by “deep” cognitive tasks
  • he found the man’s view of education, in a word, faith-based
  • ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
  • e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
  • pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
  • Professors are able to sort students instantly, and by many metrics, for small-group work—
  • a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
  • he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
  • Lectures, Kosslyn says, are pedagogically unsound,
  • I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
  • The MOOCs will eventually make lectures obsolete.”
  • Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
  • The MOOCs will eventually make lectures obsolete.”
  • certain functions of universities have simply become less relevant as information has become more ubiquitous
  • Minerva challenges the field to return to first principles.
  • MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
  • It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
  • part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
  • “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
  • I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
  • it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
  • for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
  • Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
  • professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
  • The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
Peter Beens

Students give e-learning a grade of incomplete | News | National Post - 59 views

news.nationalpost.com/...learning-a-grade-of-incomplete

eLearning issues education #fail National Post

shared by Peter Beens on 08 Sep 11 - No Cached
  • Peter Beens on 08 Sep 11
     
    They're addicted to Facebook and slaves to their smartphones - "digital natives" trying to navigate the post-secondary world. But as universities spend millions on e-learning tools to help cater to this tech-savvy generation, current students say they're learning more in classes that don't have all the technological bells and whistles.
Tonya Thomas

Five Resources for Estimating Development Time: The eLearning Coach - 1 views

theelearningcoach.com/...ime-to-develop-online-learning

estimating development time elearning coach tools resources

shared by Tonya Thomas on 07 Nov 12 - No Cached
  • 1. Time To Develop One Hour of Training Although this article from ASTD is a few years old, it is still relevant. Not only does it provide the detail many are seeking, authors Karl Kapp and Robyn Defelice delve into several of the contributing factors. 2. How Long Does it Take to Create Learning? This survey states that it has culled data from 249 organizations, representing 3,947 learning development professionals. The “time to complete” data is represented as ratios. Don’t miss the accompanying SlideShare presentation, which has helpful visuals. 3. How Long Does It Take to Create an E-Learning Course? This article discusses a variety of factors you may not have considered, such as priority, review cycles and availability. 4. Estimating Costs and Time in Instructional Design In this article, Donald Clark provides budgets and cost guidelines in addition to the time estimates that he takes from an older source. 5. Why eLearning Development Ratios Can Be Hazardous to Your Health This article presents factors that surveys don’t consider.
Kelvin Thompson

A Glossary to DEMYSTIFY the jargon of the online world | The Edublogger - 54 views

theedublogger.com/...the-jargon-of-the-online-world

eme5050 blog blogging edublogs PLN education K12 connecting primer glossary introduction

shared by Kelvin Thompson on 14 Aug 10 - Cached
  • The purpose of tagging is to help make it easier for the content to be easily found.
  • Blogs, wikis, podcasting, video sharing websites (e.g. YouTube and Vimeo), photosharing websites (e.g. Flickr and Picasa), social networking sites (e.g. FaceBook, Twitter) are all examples of Web 2.0 technologies.
  • Personal Learning Networks (PLNs) are all about using web tools such as blogs, wiki, twitter, facebook to create connection with others which extend our learning, increases our reflection while enabling us to learn together as part of a global community.
  • Kelvin Thompson on 14 Aug 10
     
    Lengthy, substantive piece on blogging for educators, starting from "what is a blog," continuing through Web2.0 tools, and ending with Personal Learning Networks. Something for everyone here.
Carol Mortensen

EdTech Toolbox: Ultimate Web 2.0 List - 139 views

edtechtoolbox.blogspot.com/...web-20-tools_04.html

web2.0 tools edtech toolbox education list Resources web 2.0

shared by Carol Mortensen on 09 Jul 11 - No Cached
  • place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century
  • Carol Mortensen on 09 Jul 11
     
    "A place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century."
  • Carol Mortensen on 09 Jul 11
     
    Great collection! I'll be lost in this list for days!
Mary-Ann Updike

Centre for Learning & Performance Technologies - 0 views

www.c4lpt.co.uk/index.html

tools web2.0 education e-learning resources free technology

shared by Mary-Ann Updike on 18 Sep 09 - Cached
  • Mary-Ann Updike on 18 Sep 09
     
    The Directory of Learning Tools has over 3000 tools organized into 25 categories; majority are free
Peter Fleenor

e-Learning Authoring Tools - 90 views

www.trimeritus.com

TIS learning authoring_tools

shared by Peter Fleenor on 16 Apr 11 - No Cached
  • Peter Fleenor on 16 Apr 11
     
    Publishes an annual list of e-Learning authoring tools.
Kathy Malsbenden

A List of the Top 200 Education Blogs - 89 views

www.guidetoonlineschools.com/...top-education-blogs

Top 200 Education Blogs blogs instruction education

shared by Kathy Malsbenden on 24 Nov 09 - Cached
tom mohan and Melissa Balk liked it
  • Kathy Malsbenden on 24 Nov 09
     
    The Top 200 Education Blogs All those interested in education-we've got you covered. From humor blogs on college life to one stop shops for school athletics to blogs all about education policy and new technologies, if there's a good education blog out there, you can bet it made our list. We've also mixed in a handful of exceptional web tools and sites that we thought deserved a spot in the top 200. News & Trends  -  Teaching  -  Learning  -  Professor Blogs  -  College  -  Campus Life  -  School Athletics  -  International & Study Abroad  -  E-Learning  -  Administrators and Departments  -  Technology & Innovation  -  Admissions & Rankings  -  Internet Culture  -  Education Policy  -  Specialty  -  Library & Research  -  Librarian Blogs  -  Miscellaneous
Sharin Tebo

Teaching Metacognition - 78 views

serc.carleton.edu/...teaching_metacognition.html

shared by Sharin Tebo on 23 Jul 14 - Cached
  • Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
    • Sharin Tebo
      Sharin Tebo on 28 Jul 14
       
      Carol Dweck's book on having a Growth Mindset comes to mind here...
  • Step 2: Teach students how to set goals and plan to meet them
  • Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
  • ...5 more annotations...
  • In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
  • Example: lecture wrappers
  • Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
  • Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
  • Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
  • Roland Gesthuizen on 23 Jul 14
     
    "Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:"
  • traceynangle on 27 Jul 14
     
    Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
Ed Webb

Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for N... - 0 views

www.insidehighered.com/...grades

education grading

shared by Ed Webb on 28 Jan 09 - Cached
  • A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Interesting. I agree. I wish that we didn't have to grade student writing and could just give written or oral feedback. I love the "facade of coherence" comment.
  • politically impossible
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Key words. Grading is political.
  • grades were squelching intellectual curiosity.
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Totally true in more places than prestigious law schools
  • ...9 more annotations...
  • growing use of e-portfolios
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      I like portfolios for demonstrating learning, but I haven't learned how to effectively integrate them into my own classroom.
  • most professors and students are much more likely to complain about grading than to praise its accuracy or value.
    • Dana Huff
      Dana Huff on 28 Jan 09
       
      Amen!
  • Done right, she said, eliminating grades promotes rigor.
  • the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      This strikes me intuitively as correct. Grades are a substitute for thoughful assessment of learning outcomes, not an equivalent to it.
  • the idea of consistent and clear grading just doesn’t reflect the mobility of students
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Absolutely. My own institution, Dickinson College, sends ~70% of its students abroad for at least a semester, and most often a year. I have experience in education in different national contexts, and grading conventions simply do not translate.
  • ending grades can mean much more work for both students and faculty members.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Aye, there's the rub. Those of us who are serious about learning - students and faculty - have to recognize that better learning is more work. On the other hand, it's more fun, too.
  • When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      Yes. Grades are a terrible assessment tool.
  • the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      And how much training do faculty get before they start handing out grades?
  • they end up favoring the evaluation system
    • Ed Webb
      Ed Webb on 28 Jan 09
       
      This is the point. Users have to be educated in the advantages of the system - once they have been, they are likely to favor it over grading.
Marsha Ratzel

Education World ® : Curriculum: You've Got E-Mail -- But Can You Make It Real... - 1 views

education-world.com/...curr165.shtml

shared by Marsha Ratzel on 28 Jul 09 - Cached
  • "Before you begin a telecollaborative project," she said, "Look at the plan critically and decide whether it's worth it in terms of learning outcomes. Ask yourself these questions: Does this use of the Internet allow students to do something that can't be done in another way? Does this use of the Internet allow students to do something in a better way? "If the answer to either of those questions is yes," said Harris, "then your project is probably worth doing." "As teachers, we need to do what is our art and our craft -- which is teaching, not technology."
    • Marsha Ratzel
      Marsha Ratzel on 30 Jul 09
       
      Judi Harris has been this champion for years...she long ago convinced me that you shouldn't use tech just for the sake of using tech. Her statements gives the compelling questions we should all ask ourselves before embarking on the use of precious time. What's your return on investment????
  • An activity structure, according to Harris, is simply a description of what students do in an activity, without reference to content or grade level. For example, kindergarten students mixing paints, elementary students forming compound words, and high-school students creating chemical compounds are all using an activity structure that involves combining existing elements to form new elements. The content and grade level are strikingly different, but the basic activity, the structure of the activity, is the same. Existing activity structures, said Harris, are usually supported best by existing instructional tools. If Internet tools are going to be used to enable students to do something they haven't been able to do, or do as well, before, new activity structures, structures that are best supported by new instructional tools, must be identified and implemented.
  • Develop a project plan that's specific and logistically manageable.
  • ...3 more annotations...
  • Establish a clear schedule, set interim deadlines, and send out reminders as deadlines approach
  • Be sure students have regular access to computers. Once a week in a computer lab is not enough time. For students to get the most out of a telecomputing project, they must be able to participate at least two or three times a week.
  • Focus on the use of the tools, not on the tools
  • Catherine Curtis on 28 Jul 09
     
    How to use email in the classroom
  • Michèle Drechsler on 06 Aug 09
     
    It is truth
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