Building an Online Learning Community
Bollinger Podcasting.pdf - 0 views
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"professor ' s explanation translated into more meaningful learning compared to only reading a textbook or discussing the material in discussion boards. These results communicate a powerful message to online instructors who may consider adding additional podcasts or implementing them in their courses. Many participants indicated that the ability to hear their professor ' s voice made them feel more connected to him or her. "
Building an Online Learning Community - 0 views
A Constructivist Approach to Online Learning: The Community of Inquiry Framework (Karen... - 0 views
Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 1 views
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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.
E-Coaching Tip 36: Cognitive Presence in Online Courses -- What is it? - 1 views
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the goal of (1) individual learners' constructing meaning and (2) sustained communication among a community of learners.
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Triggering event
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Exploration
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Building Online Community - 0 views
Communities of practice - 0 views
Sticky note activity - 2 views
Should Information Literacy be reframed as a Metaliteracy … « Literacy News - 0 views
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Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy
Adult Learning - Emerging Perspectives on Learning, Teaching and Technology#Andragogy#A... - 0 views
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The use of learner-centered instruction, especially self-directed learning, means trainers will need to create better ways to include opportunities for reflection, clarification, and guidance
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Professional development of facilitators of adults should promote dialogue, reflection, and quality. The integrative approach to professional development involves key elements (Lawler, 2003).
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EDUC 300: Pedagogy and Tech Online Learning | Just another Edublogs.org site - 0 views
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Another way to open to the channels communication is if we email another student once a week to see how they are doing.
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4 Tips for Reaching Training Introverts | Mindflash - 0 views
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try wording the question a little more provocatively, like: “How does your solution to the scenario differ from the recommended solution provided in the training?”
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If you’re primarily an extrovert you’re outgoing, gregarious, friendly, and talkative – but you tend to bore easily
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If you’re primarily an introvert, you’re less outwardly expressive and more likely to process your emotions and thoughts internally. You tend to embrace critical-thinking and you do more listening than talking – but your introspective ways may leave you feeling awkward in social or group settings
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Social Presence -- Pickett - YouTube - 0 views
Assessing teaching presence in a computer conferencing context (Terry Anderson) - Acade... - 1 views
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“it is the teacher’s responsibility to precipitate andfacilitate learning that has purpose and is focused on essential concepts and worthwhile goals”
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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.
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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.
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