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Diane Gusa

Pedagogical Appraches for Using Technology Literature Review January 11 FINAL 1 - 0 views

www.scribd.com/...ture-Review-January-11-FINAL-1

pedagogy elearning

shared by Diane Gusa on 13 Jun 12 - No Cached
  • Connectivism Individual processing of information gives way todevelopment of networks of trusted people, content andtools: the task of knowing is  offloaded onto the networkitself Siemens
  • Communities of enquiry Building on Wenger's notionof communities of practice,(higher) learning conceived interms of participation, withlearners experiencing social,cognitive and pedagogicaspects of community.Wenger, Garrison andAnderson
  • E-learning, e-pedagogy New forms of learning andteaching are enabled – andrequired – by digitaltechnologies. Typically moreconstructivist and learner-led.Mayes and Fowler, Cronje
  • ...4 more annotations...
  • onole, Dyke, Oliver and Seale (2004), have proposed a toolkit and model for mapping pedagogyand tools for effective learning design. They say "Toolkits are model-based resources that offer away of structuring users’ engagement that encourages reflection on theoretical concerns as well assupporting the development of practical plans for action (Conole & Oliver, 2002). The models thatform the heart of each toolkit consist of representations of a ‘space’, described in terms of qualities,in which theories or approaches can be described." They emphasise that "the descriptions of these
  •     Pedagogic Approaches to Using Technology for Learning - Literature Review 23 approaches reflect the beliefs of describer. These models are thus best understood as sharablerepresentations of beliefs and of practice, rather than as definitive account of the area" (p.18).The framework they propose consists of the following six components (p.22-23):  “Individual – Where the individual is the focus of learning.  Social – learning is explained through interaction with others (such as a tutor or fellowstudents), through discourse and collaboration and the wider social context within which thelearning takes place.  Reflection – Where conscious reflection on experience is the basis by which experience istransformed into learning.  Non-reflection – Where learning is explained with reference to processes such asconditioning, preconscious learning, skills learning and memorisation (Holford, Jarvis, &Griffin, 1998).  Information – Where an external body of information such as text, artefacts and bodies of knowledge form the basis of experience and the raw material for learning.  Experience – Where learning arises through direct experience, activity and practicalapplication
  • ormier proposes a ‘rhizomatic model’ of learning in which “a community can construct a model of education flexible enough for the way knowledge develops and changes today by producing a mapof contextual knowledge” (p.4). In this model, “curriculum is not driven by predefined inputs fromexperts; it is constructed and negotiated in real time by the contributions of those engaged in the
  •    Left hand side page by Lifelong Learning UK 24   24 learning process. This community acts as the curriculum, spontaneously shaping, constructing, andreconstructing itself and the subject of its learning…” (p.3).
Doris Stockton

Student-centred learning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Student-centred_learning

student centered learning wikipedia

shared by Doris Stockton on 20 Jun 13 - No Cached
  • Student-centered learning (or student-centered learning; also called child-centered learning) is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators.
  • Student-centered learning, that is, putting students needs first, is in contrast to traditional education, by proponents of "student-centered learning" also dubbed "teacher-centred learning". Student-centred learning is focused on each student's needs, abilities, interests, and learning styles, placing the teacher as a facilitator of learning.
  • some educators have largely replaced traditional curriculum approaches with "hands-on" activities and "group work", in which a child determines on their own what they want to do in class.
  • ...6 more annotations...
  • Student-centred learning allows students to actively participate in discovery learning processes from an autonomous viewpoint.
  • Strengthens student motivation Promotes peer communication Reduces disruptive behaviour Builds student-teacher relationships Promotes discovery/active learning Responsibility for one’s own learning
  • Assessment of student-centred learning
  • One of the most critical differences between student-centred learning and teacher-centred learning is in assessment. In student-centred learning, students participate in the evaluation of their learning.
  • Application to Higher-Education
  • The student-centred learning environment has been shown to be effective in higher education. A certain university sought to promote student-centred learning across the entire university by employing the following methods: Analysis of good practice by award-winning teachers, in all faculties, to show that, they made use of active forms of student learning. Subsequent use the analysis to promote wider use of good practice. A compulsory teacher training course for new junior teachers, which encouraged student-centred learning. Projects funded through teaching development grants, of which 16 were concerned with the introduction of active learning experiences. A programme-level quality enhancement initiative which utilised a student survey to identify strengths and potential areas for improvement. Development of a model of a broadly based teaching and learning environment influencing the development of generic capabilities, to provide evidence of the need for an interactive learning environment. The introduction of programme reviews as a quality assurance measure (Kember, 2009).
Tiffany King

Learning Styles and Thinking Styles - 1 views

www.targetlearning.net/learningstyles.html

learning learning styles styles thinking

shared by Tiffany King on 09 Jul 12 - No Cached
  • THINK ABOUT IT Scenario     Thinking Style       Planning a "Road Trip"   Linear Thinkers will plan out every detail of the trip                                   (i.e. location of gas stations, roads to travel, items to bring, etc.). Global Thinkers will get in the car and drive.         Assembling Furniture, Toys or Electronics   Linear Thinkers will lay out all the parts (neatly), and read the instructions                           carefully before starting the assembly. Global Thinkers will look at a picture of the assembled product, and then try to                           put it together like a jigsaw puzzle                                     (i.e. "this piece looks like it fits here, this piece goes over here...").  
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      I startedd laughing when I read this, linear thinkers will plan out every detail of the trip. This is so me I write list for everything and check them off, I happen to be planning a birthday party tonight for family and I have started checking off the list for todays activities, I started the list days ago in preparation for today. I guess I am linear. What are you?
  • So, you should also try to recognize the learning and thinking style of the people you speak (or write) to.  Essentially, you need to hit the hot buttons of the people you communicate with (e.g. provide details to a linear thinker or describe the big picture to a global thinker).
  • Tiffany King on 09 Jul 12
     
    Learning styles
  • Diane Gusa on 09 Jul 12
     
    And I plan; but, I am always open to change my plans and take a detour! lol
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 12 Jun 12 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • ...22 more annotations...
  • students and their ability to learn are at the center of what we do
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • Clarify the conceptual structure used to organize the course.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Use a variety of methods.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Identify additional equipment or materials needed and sources.
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Diane Gusa

Education-2020 - Who is the Teacher? - 1 views

education-2020.wikispaces.com/Who+is+the+Teacher%3F

teacher online blog resource

shared by Diane Gusa on 15 Jun 12 - No Cached
  • In the video to the left teachers give a vision of 21st Century teachers. They are teachers who use Web 2.0 tools to facilitate social and collaborative learning.stress the importance of a global community and a community of learninguse interactive multimedia to engage studentsstress the development of critical thinking and problem solving skills in their studentshave their students construct their own knowledgehave students connect, communicate and create through multimedia projects using wikis, blogs, social media toolsuse differentiated instruction for different learning styleshave their students interact with others locally and globallyencourage students to be comfortable with uncertainty and nurture global confidenceprepare their students for the future not the past
Tiffany King

Assessing teaching presence in a computer conferencing context (Terry Anderson) - Acade... - 1 views

athabascau.academia.edu/..._computer_conferencing_context

teacher presence learning online teaching

shared by Tiffany King on 16 Jul 12 - No Cached
  • “it is the teacher’s responsibility to precipitate andfacilitate learning that has purpose and is focused on essential concepts and worthwhile goals”
  • However, it is only through active interventionof a teacher that a powerful communications tool such as collaborative computer conferencing[11], or cooperative learning [12] becomes a useful instructional and learning resource.
  • We concur with Laurillard, Stratfold, Lukin, Plowman and Taylor [17] that the teacher’s task is to create anarrative path through the mediated instruction and activity set such that students are aware of theexplicit and implicit learning goals and activities in which they participate.
Tiffany King

Facilitator - 0 views

www-distance.syr.edu/facilita.html

facilitator adult learning effective facilitator

shared by Tiffany King on 11 Jul 12 - Cached
  • It refers to the process of helping learners achieve self-growth through self-evaluation and cooperation with others.
  • adults learn best when a facilitator can see that the following six conditions are met: They feel the need to learn and have input into what, why, and how they will learn. Learning's content and processes bear a perceived and meaningful relationship to past experience and experience is effectively utilized as a resource for learning. What is to be learned relates optimally to the individual's developmental changes and life tasks. The amount of autonomy exercised by the learner is congruent with that required by the mode or method utilized. They learn in a climate that minimizes anxiety and encourages freedom to experiment. Their learning styles are taken into account (pp. 47-49).
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 1 views

www.westga.edu/...hutchins63.html

instructional immediacy principles online

shared by Diane Gusa on 18 Jul 12 - Cached
  • Table 1. Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986) 1. Encourage contact between students and faculty: Frequent student-faculty contact both in and outside of class is an important factor in student motivation and involvement. 2. Develop reciprocity and cooperation among students: Faculty should create and encourage opportunities for collaborative learning among students. 3. Encourages active learning: Faculty should require students to apply their learning in oral and written forms. 4. Give prompt feedback: Faculty should provide appropriate and prompt feedback on performance. Students need help assessing their current competence and performance, and need frequent opportunities to perform and receive suggestion for improvement. Such feedback should be an ongoing process in collegiate settings. 5. Emphasize time on task: Faculty should create opportunities for students to practice good time management. This includes setting realistic time for students to complete assignments as well as using class time for learning opportunities. 6. Communicate high expectations: Faculty should set and communicate high expectations for students. Such becomes a self-fulfilling prophecy for students and they often will rise to meet the challenge. 7. Respect diverse talents and ways of learning: Faculty should create learning opportunities that appeal to the different ways students will process and attend to information. Varying presentation style and assignment requirement will allow students to showcase their unique talents and learn in ways that work for them.
Diane Gusa

EDU 300 | Just another Edublogs.org site - 0 views

kristierushing98.edublogs.org

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      please fix your side bar.
  • There is other learning styles besides the three that we are familiar with these learning styles have to do with how individuals process information
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      Did you take the learning style test, to discover your other learning styles? http://bit.ly/126iLiL
Alexandra DeLeo

Illeris's Three Dimensions of Learning Model | eAdultEducation.org - 1 views

www.eadulteducation.org/...e-dimensions-of-learning-model

shared by Alexandra DeLeo on 20 Jun 12 - No Cached
Diane Gusa

Destination Descriptions - 0 views

www.umsl.edu/...1bdestinations.html

Distance Education learning elearning

shared by Diane Gusa on 05 Jul 12 - Cached
  • Effective Distance Education Instructional Design is divided into modules or  "destinations,
Tiffany King

toolsforonlineteaching - home - 1 views

toolsforonlineteaching.wikispaces.com

shared by Tiffany King on 13 Jun 12 - No Cached
  • PEDAGOGY AND TECHNOLOGY IN ONLINE LEARNING PAGE DIRECTIONS:
    • Tiffany King
      Tiffany King on 19 Jul 12
       
      Why is my wiki not up here?
    • Diane Gusa
      Diane Gusa on 21 Jul 12
       
      Now it is
Diane Gusa

Adult Learning Theory and Principles - 0 views

www.qotfc.edu.au/resource

learning Knowles adult_learning

shared by Diane Gusa on 24 Jun 13 - No Cached
  • equality between the teacher and learner.
  • Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student.
  • Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts
  • ...3 more annotations...
  • Lead the student toward inquiry before supplying them with too many facts.
  • Provide regular constructive and specific feedback (both positive and negative),
  • Acknowledge the preferred learning style of the student
Tiffany King

WPI Teaching with Technology Collaboratory - Improving Your Teaching Presence in Distan... - 0 views

www.wpi.edu/...instructorpres.html

teacher presence introduction video online learning

shared by Tiffany King on 16 Jul 12 - Cached
  • Tips for Increasing Instructor Presence in your Distance Learning Course
  • Record an introductory video for the first week of the course introducing yourself, your teaching style, student expectations and goals for the course. Contact the ATC to schedule a time for recording your video. Start off each week with a brief personalized note detailing your learning objectives for the lesson and what assignments or tasks need to be done for the week. If relevant, include a personal anecdote or a brief comment on a current event. An example would be to welcome students back for a new semester or from the midterm break. This can be done easily in myWPI by Adding an item at the top of your folder and typing your note in the text box. Incorporate your own voice by narrating your PowerPoint slides or other on-screen materials with Camtasia Studio. For written materials, try a more natural and conversational tone.
  • Show your presence by checking in to the website as often as possible and leave timely "evidence" that you have been there such as posting new announcements or discussion board postings. For example, if you only post every other week the students may feel that the course site has been "abandoned." Set expectations at the beginning of the course for your students of how often you will be checking in and your response time. Share information with your distance learners that will help them in their careers, just as you would with on-campus students. For example, post links to articles or current job postings in your industry to the Announcements area.
  • ...2 more annotations...
  • Make your course site as organized, clear, and easy to navigate as possible
  • Post your weekly folders in reverse order so that the current weekly folder is at the top of the list and easy to find.
Diane Gusa

Teaching and Online Learning | EDU 300 - 0 views

kristierushing98.edublogs.org/...teaching-and-online-learning

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      I like the idea of visual demonstrations by the student, and see how that would be beneficial for dental hygiene. Do you have an idea about what to demonstrate in this class?
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      Did you take the quiz to see what styles you are. Go to http://bit.ly/126iLiL and take the 44 question survey.
  • I then decided that she would not give us an assignment if there was not something that we could learn from it.
  • ...3 more annotations...
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      This is an example of you trusting me. Thank you
  • So what I am trying to say is that using technology would be my way as an instructor to take risk
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      YES!!!!
Diane Gusa

Bruner's Model of the Spiral Curriculum | Reference.com Answers - 0 views

www.reference.com/...model-of-the-spiral-curriculum

spiral curriculum

shared by Diane Gusa on 10 Jun 12 - No Cached
  • Bruner's model of the spiral curriculum is an element of educational philosophy suggesting that students . should continually return to basic ideas as new subjects and concepts are added over the course of a curriculum.
  • The spiral curriculum theory revolves around the understanding that human cognition evolved in a step-by-step process of learning, which relied on environmental interaction and experience to form intuition and knowledge. In simpler terms, one learns best through the repeated experience of a concept.
Diane Gusa

Carol's EDU210/300 Blog | 2012 | July - 3 views

cfilanova174.edublogs.org/...07

shared by Diane Gusa on 16 Jul 12 - No Cached
    • Diane Gusa
      Diane Gusa on 16 Jul 12
       
      What a beautiful page Carol! Mike Fortune is from my class last year, but I thought his blog is a another good example what we can do with blogging. You forgot this is also a synthesizing blog, where are your sharing of what your classmates taught you? Your blog voice has really developed, don't you think?
  • different learning environments
  • practice learning.
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  • I do not believe that a student thrives on just one theory.
    • Diane Gusa
      Diane Gusa on 25 Jul 12
       
      Maybe better said, one theory of all students.
    • carol filanova
      carol filanova on 28 Jul 12
       
      o k, thanks.
  • the importance of being balanced, mentally, physically and spiritually.
    • Diane Gusa
      Diane Gusa on 25 Jul 12
       
      holestic education, one approach...l
    • Diane Gusa
      Diane Gusa on 25 Jul 12
       
      Can a teacher really ensure?
  • carol filanova on 26 Jul 12
     
    Thank you, I'm still trying to figure diigo out and I'll have to play with it over the rest of the summer. I love Mike's blogging style, I'll have to take some lessons from him.
Diane Gusa

Education 210 - 0 views

tiffanysmiles.edublogs.org

shared by Diane Gusa on 18 Jun 12 - No Cached
    • Diane Gusa
      Diane Gusa on 18 Jun 12
       
      Hi Tiffany, I gave this just a quick look. You forgot to link and self assess. Do you want to fix this before I grade it?
    • Tiffany King
      Tiffany King on 18 Jun 12
       
      Yes, I am not sure why my links are not there I linked everything prior to posting this, also I would give myslf an A, where am I suppose to put this grade.
    • Diane Gusa
      Diane Gusa on 18 Jun 12
       
      Self Assessment is always at the end. Do you realize you can preview your page to make sure everything is right before you publis?
  • The use of two many learning styles at once can be confusing, cognitive overload.
    • Diane Gusa
      Diane Gusa on 02 Jul 12
       
      Tiffany I wished you developed this thought! I can see where you may be going, but then I can only guess.
  • ...2 more annotations...
  • <a href=”http://www.wordle.net/show/wrdl/5475618/Words_of_Module_2″ title=”Wordle: Words of Module 2″><imgsrc=”http://www.wordle.net/thumb/wrdl/5475618/Words_of_Module_2″ alt=”Wordle: Words of Module 2″style=”padding:4px;border:1px solid #ddd”></a>
    • Diane Gusa
      Diane Gusa on 02 Jul 12
       
      Tiffany, This is an embedded code, not a link.
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