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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.
Diane Gusa

Part 2: TOPICS & ACTIVITIES | Linda Harasim - 0 views

lindaharasim.com/...part-2-topics-activities

OCL modules

shared by Diane Gusa on 26 Apr 13 - No Cached
  • Diane Gusa on 26 Apr 13
     
    summer EDUC 300
Diane Gusa

Bloom's by Joshua Coupal on Prezi - 0 views

prezi.com/...blooms

bloom prezi web2.0 module 3

shared by Diane Gusa on 01 Jul 13 - No Cached
  • Diane Gusa on 01 Jul 13
     
    Prezi on Bloom's taxonomy and web 2.0 tools
Diane Gusa

The Pedagogics: Learning Centered Pedagogy - 0 views

thepedagogics.blogspot.com/...earning-centered-pedagogy.html

module 2 learning pedagogy

shared by Diane Gusa on 30 Jun 12 - No Cached
  • this new literacy, beyond text and image, is one of information navigation
  • Today's students get on the web and link, lurk, and watch how other people are doing things, then try it themselves.
  • the web becomes not only an informational and social resource but also a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation.
  • ...1 more annotation...
  • The Web helps build a rich fabric that combines the small efforts of the many with the large efforts of the few. By enriching the diversity of available information and expertise, it enables the culture and sensibilities of a region to evolve. It increases the intellectual density of cross-linkages. It allows anyone to lurk and learn
Diane Gusa

Cognitive Load Theory - 0 views

www.instructionaldesign.org/...cognitive-load.html

theory cognitiveload video exercise module 2

shared by Diane Gusa on 30 Jun 12 - No Cached
  • Learning requires a change in the schematic structures of long term memory and is demonstrated by performance that progresses from clumsy, error-prone, slow and difficult to smooth and effortless. The change in performance occurs because as the learner becomes increasingly familiar with the material, the cognitive characteristics associated with the material are altered so that it can be handled more efficiently by working memory
  • information contained in instructional material must first be processed by working memory
  • Specific recommendations relative to the design of instructional material include: Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load, by using goal-free problems or worked examples. Eliminate the working memory load associated with having to mentally integrate several sources of information by physically integrating those sources of information. Eliminate the working memory load associated with unnecessarily processing repetitive information by reducing redundancy. Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding.
Nicole Frescura

Student perception of collaborative learning, social presence, and satisfaction - 1 views

"To better understand their perceptions of collaborative learning, social presence, and satisfaction, this study aims to analyze the experiences of learners in computer-mediated communication (CMC)...

Module 2

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Diane Gusa

User:Arided/ParagogyPaper - Wikiversity - 0 views

en.wikiversity.org/...ParagogyPaper

communities of practice

shared by Diane Gusa on 12 Jun 12 - No Cached
  • 1. Context as a decentered center. "For learning design in a peer-to-peer context, understanding the learner's self-concept -- in particular, whether they see themselves as self-directed or not -- may be less important than understanding the concept of 'shared context in motion'." (See "Paragogy and basho", below.) 2. Meta-learning as a font of knowledge. "We all have a lot to learn about learning." 3. Peers are equals, but different. "The learner mustn't seek only to confirm what they already know, and must therefor confront and make sense of difference as part of the learning experience." 4. Learning is distributed and nonlinear. "Side-tracking is OK, but dissipation isn't likely to work. Part of paragogy is learning how to find one's way around a given social field." 5. Realize the dream, then wake up! "Paragogy is the art of fulfilling motivations when this is possible, and then going on to the next thing."
  • shared context in motion.
  • Knowledge creation in schools is the creation of knowledge by students for their own use. [
  • ...4 more annotations...
  • The view of fluid social contexts advanced by Engestrom as a move beyond the traditional "communities of practice" view is quite compatible with the most famous peer production virtue, freedom (cf. ), which is what allows people to function in a distributed and nonlinear fashion relative to a learning or production "ecosystem". Star and Griesemer[16], on whom Wenger drew heavily as he was developing the idea of community of practice[17], describe their view as "ecological". One key difference between Star/Wegner on the one hand and Engestrom on the other has to do with the nature of boundaries. In the community of practice view, boundary objects exist to effect translations or initiations. In Engestrom's view, attention is drawn to boundaries that remain in flux (via an ongoing process of co-configuration) or which are blurred (e.g. by a blurring of consumer and producer roles).
  • the modules must be small in size (noting that heterogeneous granularity will allow people with different levels of motivation to collaborate by contributing smaller or larger grained contributions);
  • basho ("shared context in motion") can help us think about how a context constrains or supports different types of (inter-)actions, and also about how we (re-)shape the contexts we find ourselves in.
  • e encourage the research community to test our ideas in practice of various forms. Some ideas for paragogical design include: Establish a group consensus for expectations/goals/social contract of the course and how each of them should be evaluated at its conclusion. Have learners designate learning goals that they then commit to stick with. Formalize a process for assisting peers (e.g. responding to questions, giving feedback on publicly posted work). Develop explicit pathways for learner feedback to translate into changes to the learning environment
Diane Gusa

Nine Ways to Reduce Cognitive Load in Multimedia Learning - 1 views

edtechnewsletter.wikispaces.umb.edu/...oad+in+Multimedia+learning.pdf

multimedia learning cognitive load module 2

shared by Diane Gusa on 22 Jun 12 - No Cached
  • Diane Gusa on 22 Jun 12
     
    First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.
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