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Gretel Patch

Learning Theories and Instructional Strategies - The Foundations of Instructional Techn... - 0 views

projects.coe.uga.edu/...index.php

epistemology EdTech504 philosophy theories theory instructional strategies EdTech543

shared by Gretel Patch on 03 Sep 12 - Cached
  • Learning is how we acquire knowledge
  • goal of education, and the product of experience
  • ways in which technology can expand the limitations of a learners mind, while articulation and reflection are processes that can be performed by the learner to help incorporate new knowledge into existing knowledge resulting in support of learning
  • ...13 more annotations...
  • Cognition is about how our brain works or how our mind works
  • What to teach and how to teach
  • instruction as anything done for or with a learner or the learner’s environment to help them acquire new knowledge or learn. Some of those things will be very direct and some will be indirect
  • something one person does to help another person learn
  • theory is a hypothesis that describes, speculates, or defines a relationship between a set of facts or phenomena through a body of principles, policies, beliefs, or assumptions
  • more prescriptive. It clearly suggests steps you should follow in trying to support someone while learning. This does not appear to be a theory, but rather a strategy
  • dividing concepts into categories and hierarchies of ideas
  • A model is an example, description, or analogy that helps a person understand what is not directly observable
  • Instructional strategies structure instructional theories for direct application in the learning environment
  • They provide the instructor with a plan for implementation and are considered more prescriptive, yet flexible enough to accommodate the dynamics of any learning environment.
  • Creating learning communities is an intentional process of redesigning curriculum and bringing faculty and students together to create more coherent and collaborative learning environments.
  • -so that students have opportunities for deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise”
  • students more control over their environment with the potential of leading to improved results and more efficient decision making practices.
  • Gretel Patch on 03 Sep 12
     
    Learning communities need to be intentional; students must form with each other deeper understandings; gives students more control over their learning environment
Melodie Worthington

Investigating instructional strategies for using social media in formal and informal le... - 5 views

An interesting study, Darin! Not only does it look into learning theories like connectivism and types of learning, but I also like how it states definite benefits to using social networks for lear...

informal formal instruction social

started by anonymous on 01 Jul 15 1 follow-up, last by Melodie Worthington on 03 Jul 15
Daniel Oldham

Investigating Instructional Strategies for Using Social Media in Formal and Informal Le... - 3 views

Chen, B., & Bryer, T. (2012). Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning. International Review of Research in Open & Distance Learning, 13(1), p87...

Social Media edtech543 learning resources tools formal informaal

started by Daniel Oldham on 07 Sep 13 no follow-up yet
Rob Blackston

Connectivism: Learning as a Community - Designed:2:Learn - 7 views

lpd.nau.edu/tivism-learning-as-a-community

education EDTECH543 resources connectivism

shared by Rob Blackston on 03 Jul 15 - No Cached
  • Connectivist theorists believe that the acquisition of knowledge is no longer bounded by the presence of a content expert or academic institution, but rather occurs within groups, communities, and global networks. These communities and networks may be comprised of peers, subject matter experts, or even the community at large.
  • Connectivism presents an opportunity for learners to construct their own understanding of the world around them by associating pre-existing knowledge with their own interactions with society
  • cbjohnsrud on 03 Jul 15
     
    Connectivist theorists argue that the way in which individuals acquire knowledge has changed. Academic institutions (which have historically been considered as the place in which individuals acquire knowledge and information) are being supported and/or replaced by groups of people within a learning network. The process of learning involves the creation of knowledge through these personalized networks and identifying the relationships between one's own knowledge and the knowledge of others within a network. These connections can occur in a variety of ways and with a variety of learners.
  • ...7 more comments...
  • Megan Gooding on 04 Jul 15
     
    Hi Cinnamon. I love this blog post on connectivism and personal learning environments. Perhaps my favorite part was the inclusion of strategies recommended for incorporating connectivism into the classroom. By having students join professional networks or survey others online, they are able to build knowledge through the social interaction that characterizes social media tools. These examples really helped me to visualize the way connectivism could work in a classroom. Thanks for sharing!
  • loganwillits on 04 Jul 15
     
    I really enjoyed the connections and examples made in this post. The analogy of comparison from connectivism to a spider web and allowing the individual to form their own path while utilizing it was great in terms of putting this into perspective. I think out of resources I have been viewing/sharing that is one of the best examples I have seen. Thanks!
  • Ben Killam on 02 Sep 16
     
    The author discusses what connectivism is and some ways to apply it in the classroom. I really liked the way the author related connectivism to a spider web. The more connections you have to the material, the stronger your knowledge web will be.
  • kristiedtech on 02 Sep 16
     
    Great article and very practical! I liked the suggestion of creating an assignment where students reach out to their existing social networks about a specific topic of interest. They would use their network for surveying popular opinions or crowd sourcing information. I think that it would be a very safe and effective way of using social networks in the classroom.
  • anonymous on 02 Sep 16
     
    Remington discusses the theory of connectivism, providing a great metaphor of connectivism and a spider's web. He also offers examples on how teachers can design instruction based on the theory.
  • Mary Carter on 03 Sep 16
     
    Remington outlines the impact of the digital world on learning. He explains connectivist learning as a shift from what a student knows to the knowledge of where to acquire the knowledge. Various strategies are given to help teachers incorporate connectivist principles into the classroom.
  • clairedickinson4 on 05 Sep 16
     
    Connectivism encourages learners to make connections between ideas and their own experiences to better understand new material. It also emphasizes the vitality of learning together to strengthen education, gaining knowledge from the experiences and ideas of others. It describes connectivism as a spider web which strengthens as more and more connections form. I enjoyed reading this!
  • David Yargo on 07 Sep 16
     
    This article helped me to understand how to apply connectivism in the classroom. It also pointed out misconceptions that educators have about using social networking in the classroom.
  • Rob Blackston on 09 Sep 17
     
    Written by Kegan Remington, an Instructional Designer, the article discusses what connectivism is and how it can be applied in the classroom. He lays out the four simple ways of introducing connectivism in the classroom.
Joseph Bodnar

Instrcutional games strategies article - 0 views

http://fcit.usf.edu/mathvids/strategies/ig.html

education technology instructional games strategies

started by Joseph Bodnar on 17 Feb 14 no follow-up yet
huskerteacher

Teaching Science with Technology: Case Studies of Science Teachers'Development of Techn... - 0 views

www.citejournal.org/...pedagogy-and-content-knowledge

shared by huskerteacher on 20 Jul 18 - No Cached
  • experience various constraints, such as lack of time, equipment, pedagogical content knowledge, and pedagogical skills in implementing reform-based teaching strategies
  • Utilizing technology tools in inquiry-based science classrooms allows students to work as scientists
  • nquiry as “the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work”
  • ...2 more annotations...
  • When educational technology tools are used appropriately and effectively in science classrooms, students actively engage in their knowledge construction and improve their thinking and problem solving skills (Trowbridge, Bybee, & Powell, 2008).
  • science best when they are “engaged in science.”
  • huskerteacher on 20 Jul 18
     
    Interesting article discussing the integration of technology in science instruction. The importance of using TPACK, professional development for teachers in both science content and pedagogical methods for inquiry based instruction.
Jessica Rouse

Computer Based Instruction - 0 views

search.proquest.com/...208812850

education technology learning

shared by Jessica Rouse on 08 Sep 13 - No Cached
  • Jessica Rouse on 08 Sep 13
     
    This article discusses cognitive strategies in CBI. This was a study that looked at 51 students in 3rd grade and looked to see if CBI worked in the given conditions. They studied the students' cognitive strategies. This study found that individual working conditions worked better than dyadic conditions. Children learn at all times, even when they are not engaged by a teacher or other adult.
shannahollich

Effectively Using Videos in the College Classroom - Indiana University Bloomington Cent... - 1 views

citl.indiana.edu/...fectively-using-video-teaching

education technology Resources learning web2.0 edtech541 teaching

shared by shannahollich on 05 Jul 18 - No Cached
  • Philomena Compton on 05 Jul 18
     
    This website is directed toward college-level teaching but could be adapted for high school. The information offers solid lesson plans and video integration strategies for instructions. There are other links within the navigation bar. Great resource!
  • shannahollich on 26 Sep 18
     
    A guide to help you figure out ahead of time what your students will learn from video content in the classroom, how they will learn it, and how you will be able to assess that learning. Includes an example activity.
bbridgewater019

Response To Post - 8 views

files.eric.ed.gov/...EJ972454.pdf

shared by bbridgewater019 on 02 Sep 16 - No Cached
  • Patricia Smeyers on 02 Sep 16
     
    Teachers are developing PLNs to connect with other educators and professionals all over the world to stay up to date on their teaching methods and resources. This article gives an overview of why many teachers belong to a PLN and why it is beneficial to their professional goals. I appreciated that the author named and discussed three popular PLNs that I plan on looking into further. They were Classroom 2.0, Edmodo, and The Educator's PLN. I agree with the author completely when he states that "teachers are lifelong learners." This article is a great read for those new to PLNs.
  • ...6 more comments...
  • Terrence Shaneyfelt on 02 Sep 16
     
    Edmodo is an LMS so I guess then all LMS would be PLN tools. I guess I never thought of them that way but they are. Ive used Edmodo once before to organize a project among faculty but have mostly used it with students.
  • anonymous on 04 Sep 16
     
    Staggering number of teachers that are enrolled in Edmodo, which show how the education field truly embraces the concepts of communities of practice. The communities of practice idea has not fully been accepted into the USCG and I'm excited to work to create one.
  • Mary Carter on 04 Sep 16
     
    The article is a comprehensive view of PLNs. It gives concrete examples of how to design and grow a PLN. By examining three widely used PlNs, it might encourage more teachers to begin a PLN. I appreciated the statement: Only the teachers who are continual learners [who] work to improve their practice, skills, and instructional strategies can successfully help others learn.
  • froggy_carma on 05 Sep 16
     
    Being a teacher your PLN is so important to your growing and developing. This article really focus on that and how teachers us it. It also give example of other services that teachers can use that will increase their ability to find and use information form the internet,
  • Natalie Burr on 12 Jun 17
     
    Resourced by an edutopia article, I found this information to be both user friendly and helpful. Best of's, design tips, and aspects of PLNs that make people want to be active are included
  • Ryann Waldman on 12 Jun 17
     
    The mention of RSS in this article is very helpful because it is such a simple way to keep track of all your networks. It keeps everything in one location so you only have to open one program to read it all!
  • sfledderjohann on 12 Jun 17
     
    I loved all of the information on the various tools that can used in managing a PLN, There were several tools I wasn't familiar with and look forward to being able to use in the future.
  • bbridgewater019 on 12 Jun 17
     
    I found this post to be extremely informative regarding how teachers can use PLNs for learning, moreover for modeling learning for their students. The social network portion of this article was authentic to the purpose of this course and aided in making connections regarding the usage of social networks for educational learning tasks. The review of the three PLNs was also helpful as we navigate this course and begin to implement strategies and plans for the incorporation of social networking into our own classrooms.
msbianchi

Promoting engagement in online courses: What strategies can we learn from three highly ... - 4 views

libproxy.boisestate.edu/login

edtechsn edtech543 connectivism mooc highereducation

shared by msbianchi on 30 Aug 17 - No Cached
  • msbianchi on 30 Aug 17
     
    This case study examines which factors play into a successful MOOC (Massive Open Online Course). Some of these factors include peer interaction, professor engagement, and accessible course resources. The researchers concluded that these factors are as important in MOOCs as they are in traditional classroom settings. The article implies that classes based on the philosophy of connectivism are effective, but a number of factors must be taken into account when planning instruction.
  • kellyspiese on 02 Sep 17
     
    It is difficult to maintain continuous student engagement in a traditional class setting. It is doubly so when the setting is online. This study researched what characteristics promote student engagement in online classes. Course takers identified 5 characteristics of MOOCs that encouraged their continued participation in the course. For the most part, courses that focus on problems and clear solutions, contain high levels of peer interaction and teacher participation, and include many active learning activities with accompanying course resources are well-liked by MOOC participants. The authors are certainly right to suggest that future research examine courses that are not as highly participatory as the MOOCs that are focused on in this study. I wondered as I read the article if the same level of engagement can be seen in other courses.
  • Jennifer Pollock on 04 Sep 17
     
    As this study emphasized, online courses have a unique challenge when compared to traditional brick-and-mortar courses because learners are physically separated from an instructor by a computer screen. Instructors do not just have to overcome motivation barriers, but also administrative obstacles. The article's "Table 2: Summary of Strategies Used" presented some well-designed methods to increase instructor accessibility---from the "Code Clinic" to weekly live interactive discussions.
amandahensley

Social Networking Websites as an Innovative Framework for Connectivism - 9 views

www.cedtech.net/...335.pdf

Edtech543 education connectivism socialnetworking

shared by amandahensley on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article makes a connection between social networks and the theory of connectivism and how this theory can help education through social networks.
  • ...2 more comments...
  • nickurban on 02 Jul 15
     
    In identifying the role of social networking in reference to connectivism the author identifies that among the entire population that uses the internet some 75% are are members of social networking sites. "The role of Web 2.0 technologies is to provide a network of people who connect to each other wherever and whenever they need information." states Tinmaz. Thus, when people are in need of information they have access to an abundance of resources. This had led to the passive acquisition of knowledge by students to trying to create an active and engaged student populous in constructing their own knowledge. Part of this is the connections students build through online social networks. These networks allow for students to follow the flow of information and stay current in the changing information on a day to day basis. One of the new concepts is called a "hub" which is a main center for information distribution. Those people or places who serve as hubs help disseminate information throughout to other students. These social networks allow for easy access and the streaming of information on a constant basis to all people involved. This connectivity to learning allows for all students and others to remain involved in connecting their learning.
  • Melodie Worthington on 02 Jul 15
     
    I like this article because it directly associates social networks, connectivism, and education. This quote from the article does a good job describing how: "The Connectivist theory has demonstrated that on a connected network, learners increase their capacities, performances, and levels of knowledge while creating and reforming the information. In that sense, social networking websites comprising already linked members in their innate technologies have a superior potential to enrich learners' current knowledge, skills, and abilities."
  • anonymous on 03 Jul 15
     
    The article addresses one of the concerns I have regarding connectivism and social networking: the credibility and accuracy of information. Even in my PLN of educated people, misinformation can spread like wildfire. Unfortunately, if one of the respected members of a social network passes on information without checking the veracity of the information, misinformation can be given an air of legitimacy. In my networks, if the information is incorrect or outdated, I include a link to clear up the misinformation. However, you cannot "unring a bell", and the misinformation takes on a life of its own as "truth"
  • amandahensley on 07 Jun 16
     
    This article discusses the learning networks that have been created with the rise of so many social networking websites and how that relates to connectivism in terms of how people of this generation learn. The author asserts that today's learners are different from learners of the past because they require a social aspect to successfully acquire knowledge. This supports the proposed learning theory of connectivism, which they cite as meaning that "knowledge and cognition are distributed across networks of people and technology, and learning is the process of connecting, growing, and navigating those networks" (Siemens and Tittenberger (2009). The article identifies the need for a new perspective of integrating social networking websites using connectivism as an instructional strategy.
Greg Andrade

The Promise of Communities of Practice - 8 views

www.ed.gov/...promise-communities-practice

edtech543 PoC Ed.Gov Education web2.0 technology

shared by Greg Andrade on 08 Sep 12 - No Cached
  • Beth Transue on 08 Sep 12
     
    This webpage from the US Department of Education describes how Communities of Practice can improve education.
  • ...5 more comments...
  • Jon Freer on 09 Sep 12
     
    This gives the Department of Education's take on communities of practice.  It describes their efforts and projects that support this form of learning in educational settings.  Links to these projects are provided.
  • Clayton Mitchell on 09 Sep 12
     
    This link is to a DoE posting encouraging the use of communities of practice. The specific domain for this page is to encourage k-12 education to use CoPs with a particular target of ones offered by the DoE: Investing in Innovation, Promise Neighborhoods, and Race to the Top. It is encouraging to see the DoE support these efforts.
  • Alyssa Rose on 09 Sep 12
     
    It is encouraging to see how the Dept of Edu, through the use of CoPs hopes to decrease the achievement gap. It is a worthy notion to hope that through collaboration, sharing and research across a vast diverse audience, a solution could be found.
  • Nate Cannon on 09 Sep 12
     
    I really like how the article points out that "A great part of the answer lies not only in the types of tools, programs, and strategies used to close the achievement gap, but also in how education researchers and practitioners share information with each other." Whether this is in person with our co-workers or via some PLN, this sharing of information is vital for success!
  • James Russell on 11 Sep 12
     
    This article discusses the National Educatioal Technology Plan and references where it calls for teacher to become connected. It asks them to become part of learning communities both locally and other wise using communities of practice.
  • Cate Tolnai on 19 Jun 13
     
    SUMMARY: The DOE gets behind CoPs as potential answer for achievement gap and underperforming teachers and leaders. Money, time, and resources were thrown at this initiative to see if online CoPs could become the missing link in the instructional shortcomings. Citing examples of success, one is drawn and intrigued to look further at the project as we are now 2 years later.
  • Greg Andrade on 08 Sep 13
     
    Finding and researching CoP sites I came across the Department of Education's answer on the Communities of Practice within education. The Department of Education has added the communities of practice within an initiative called the Investing in Innovation along with a series of other initiatives.
mike pennella

What Does Connectivism Mean for Education? - 3 views

I liked the article, but loved the David McCandless TedX talk about data visualization embedded within. I am a total geek for effective data visualizations. And never has their been a greater need...

Connectivism EDTECH543 theory Resources

started by John Potosnak on 21 Jun 14 2 follow-ups, last by mike pennella on 24 Jun 14
anonymous

ALA | Strategies and Tips for Dealing with Challenges to Library Materials (Coping With... - 0 views

www.ala.org/...index.cfm

ala

shared by anonymous on 13 Oct 10 - Cached
  • School librarians play a key role in making sure that students have the broad range of resources and ideas they need to develop critical thinking skills. Challenges to materials provide a “teachable moment” that can help you build understanding and support for the principles of intellectual freedom, including First Amendment rights, student rights of access and professional ethics.
    • anonymous
      anonymous on 13 Oct 10
       
      Turn a challenge into a teachable moment
  • Applying the principles of intellectual freedom Connect academic freedom with intellectual freedom. Academic freedom guarantees the teacher’s right to teach and to select classroom and library resources for instruction. Make sure everyone involved understands the right of people in a democratic society to express their concerns and that all people have the right to due process in the handling of their complaints. Explain the obligation of the school district to provide intellectual and physical access to resources that provide for a wide range of abilities and differing points of view. Define intellectual and physical access when appropriate. Intellectual access includes the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas. Physical access includes being able to locate and retrieve information unimpeded by fees, age limits, separate collections or other restrictions. Emphasize the need to place the principles of intellectual and academic freedom above personal opinion, and reason above prejudice, when selecting resources. Connect intellectual freedom and access. The freedom to express your beliefs or ideas becomes meaningless when others are not allowed to receive or have access to those beliefs or ideas. Stress the need for teachers and librarians to be free to present students with alternatives and choices if students are to learn and use critical thinking and decision-making skills.
    • anonymous
      anonymous on 13 Oct 10
       
      intellectual freedom
  • Protecting students and staff with a materials selection policy Update your materials selection policy. Include a formal reconsideration process for textbooks, gift materials, electronic and other resources used in classrooms, laboratories and libraries. Seek board of education approval. Be sure to include the educational goals of the school district and to relate the selection policy to these goals. Emphasize the positive role of the selection policy in clarifying the use of educational resources and in ensuring stability and continuity regardless of staff change. To ensure uniformity and fairness in dealing with complaints, delegate the responsibility for dealing with complaints and requests for reconsideration to the principal in each school. Inform all your school staff (including nurses, secretaries, cafeteria workers and custodians) about the materials selection policy and reconsideration process. Review the policy with staff at the beginning of each school year. Distribute a copy of the policy with a simple statement that explains its importance in protecting students, teachers and librarians against censorship.
    • anonymous
      anonymous on 13 Oct 10
       
      Every school library needs a material selection policy. If your library doesn't, make it a priority.
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