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Diane Gusa

Bollinger Podcasting.pdf - 0 views

www.anitacrawley.net/...Bollinger%20Podcasting.pdf

podcasting

shared by Diane Gusa on 01 Jul 13 - No Cached
  • Diane Gusa on 01 Jul 13
     
    "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. "
Diane Gusa

Building an Online Learning Community - 0 views

orange.eserver.org/...mcdowell_trunzo_vincent.html

e-learning

shared by Diane Gusa on 01 Jul 12 - Cached
  • Building an Online Learning Community
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.
Alexandra DeLeo

E-Coaching Tip 36: Cognitive Presence in Online Courses -- What is it? - 1 views

www.designingforlearning.info/...tip36.html

shared by Alexandra DeLeo on 21 Jun 12 - No Cached
Nicole Frescura

Communities of practice - 0 views

www.ewenger.com/theory

community of practice online learning

shared by Nicole Frescura on 16 Jul 12 - No Cached
  • Nicole Frescura on 16 Jul 12
     
    from my Module 3 blog
Kelly Stevens

Sticky note activity - 2 views

canton.sln.suny.edu/...default.asp

shared by Kelly Stevens on 18 Jun 13 - No Cached
    • Doris Stockton
      Doris Stockton on 18 Jun 13
       
      This sounds really interesting for a face to face class.
    • Doris Stockton
      Doris Stockton on 18 Jun 13
       
      I wonder how to do this activity in an online class.
    • Doris Stockton
      Doris Stockton on 18 Jun 13
       
      Participation is the key to the online learning community to be sustainable.
    • Kelly Stevens
      Kelly Stevens on 18 Jun 13
       
      During my favorite teacher's lectures he would always tell funny stories that related to the topic he was teaching which kept the class engaged. Which is discussed under lecture practices in the Best Practice Article 
  • ...1 more annotation...
    • Kelly Stevens
      Kelly Stevens on 18 Jun 13
       
      My favorite teacher Mr. Tyrrell used many of the techniques that are found within Group discussion triggers in his classroom such as; role playing when teaching CPR and first aid, but he also used role playing when teaching his class how to be active listeners. 
Doris Stockton

http://www.cs.cmu.edu/~kiesler/publications/2012/building-member-attachment-group-ident... - 0 views

www.cs.cmu.edu/...-attachment-group-identify.pdf

online learning online learning communities

shared by Doris Stockton on 30 Jun 13 - No Cached
  • Doris Stockton on 30 Jun 13
     
    I reference this article in Mod 3 discussion forum
Diane Gusa

Should Information Literacy be reframed as a Metaliteracy … « Literacy News - 0 views

blog.lvanj.org/...-be-reframed-as-a-metaliteracy

shared by Diane Gusa on 07 Jun 12 - No Cached
  • Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy
    • Diane Gusa
      Diane Gusa on 07 Jun 12
       
      This speaks to us as online educators too.
Kristie Rushing

Adult Learning - Emerging Perspectives on Learning, Teaching and Technology#Andragogy#A... - 0 views

epltt.coe.uga.edu/index.php

shared by Kristie Rushing on 30 Jun 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      positive and negative previous adult learning experiences is some thing that has effected me in my learning experance
  • 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
  • Professional development of facilitators of adults should promote dialogue, reflection, and quality. The integrative approach to professional development involves key elements (Lawler, 2003).
  • ...14 more annotations...
  • Is adult education Is learner centered Is transformative learning Needs to address motivation Needs to address technology learning
  • Theories related to Adult Learning. They are Action Learning, Experiential Learning, Self-Directed Learning, and Project-Based Learning
  • "Action learning is defined as an approach to working with, and developing people, which uses work on a real project or problem as the way to learn. Participants work in small groups or teams to take action to solve their project or problem, and learn how to learn from that action. A learning coach works with the group in order to help them learn how to balance their work, with the learning from that work (O'Neil, 2000, p.44)."
  • Advantages/Strengths: Process used in forming groups Balanced and diverse groups enhance the learning process and allow significant contributions to the learning community Utilization of group dynamics Disadvantages/Weaknesses: Struggle constantly with the balance between accomplishing their task and learning from it Difficult to ensure consistency across groups and across sessions of any program Challenge of group dynamics
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      Working in groups can be benifical if everyone contributes everyone can learn from each other. Just like statedin the disadvantages there can be inconsistencys across groups because not everyone may be willing to particapte and contribute to the group. I think that in online learnign we have all experanced frustration from working in groups when other members do not contribute.
  • "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius, circa 450 BC
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      I love this quote. students need to be involved in the learning process in order to truly find meaning in what they are doing
  • Experiential learning is a learning theory that is learner-centered and operates on the premise that individuals learn best by experience. A good way to describe this theory is "learning by doing". Experiential learning thus has the learner directly involved with the material being studied instead of just thinking and talking about that material.
  • Experiential learning theory builds on experience. This is especially important in adult learning because simply by living, adults bring a wealth of experience to every learning situtation they face. Experiential learning theory is a holistic learning approach Experiential learning theory is most effective when the learning has intrinsic motivation which is a common characteristic in adult learning
  • In Project Based Learning, students work in groups to solve challenging problems that are authentic and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue.
  • Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage student work.
  • It is defined as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes.
  • goals, the process, and the learner
  • Advantages/Strengths: Integrated with daily routines Triggered by an internal or external motivation An inductive process of reflection and action Linked to learning of others
Diane Gusa

EDUC 300: Pedagogy and Tech Online Learning | Just another Edublogs.org site - 0 views

sumayasimmons.edublogs.org

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      I will show you how. I did one but it disappeared.
  • Another way to open to the channels communication is if we email another student once a week to see how they are doing.
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      email another student once a week - I love this idea!
Nicole Frescura

4 Tips for Reaching Training Introverts | Mindflash - 0 views

www.mindflash.com/...r-reaching-training-introverts

shared by Nicole Frescura on 05 Jul 12 - No Cached
  • 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?”
  • If you’re primarily an extrovert you’re outgoing, gregarious, friendly, and talkative – but you tend to bore easily
  • 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
  • ...11 more annotations...
  • a classroom trainer
  • working with introverts and extroverts is a little easier because you can observe the audience and adjust your delivery to suit their dynamics – using a little less talk here and a little more action there.
  • because introverts are more solitary, the self-guided nature of online training is actually a good fit for them
  • Introverts like to think first and talk later
  • focus on relevancy. Introverts respond to substance
  • keep the number of between lesson “pulse-check” questions to a minimum
  • Introverts disdain superficiality
  • keep scenarios realistic, succinct (get to the point!), and complex to up the engagement.
  • communicating relevancy and incorporating design features that show respect for the introvert’s preference for independent learning.
  • send your trainees a link to the quiz or survey a day or two after they take the module. This gives introverts more time to think about the lessons and how they apply on the job
  • Introverts prefer to write down their ideas
Nicole Frescura

Social Presence -- Pickett - YouTube - 0 views

www.youtube.com/watch

social presence online learning learning community

shared by Nicole Frescura on 16 Jul 12 - No Cached
  • Nicole Frescura on 16 Jul 12
     
    from my Module 3 Blog
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.
Nicole Frescura

Using Online Icebreakers To Promote Sutdent/Teacher Interaction - 3 views

www.southalabama.edu/...icebreakerjobaid.htm

conversation connections community

shared by Nicole Frescura on 18 Jun 12 - Cached
  • Nicole Frescura on 18 Jun 12
     
    Icebreaker Rationale and 25 ideas
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