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Diane Gusa

Online enrollments in the USA grow 10% in 2011; OERs becoming accepted - 1 views

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    "There are now over 6 million students in the USA taking at least one online course"
Diane Gusa

The Flipped Classroom Model: A Full Picture | User Generated Education - 0 views

    • Diane Gusa
       
      How will the flipped classroom effect your pedagogy?
Diane Gusa

Where is reflection in the learning process? | User Generated Education - 0 views

    • Diane Gusa
       
      This is a good resource as you reflect and prepare your first synthesizing blog.
  • What was your significant learning this past week
  • What did you learn or what was reinforced about yourself? What can you take from the class activities to use in your life outside of class?
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  • Critical reflection is an important part of any learning process. Without reflection, learning becomes only an activity — like viewing a reality TV show — which was never meant to have meaning, but was only meant to occupy time.
  • Critical reflection is not meditation, rather it is mediation — an active, conversive, dialectical exercise that requires as much intellectual work as does every other aspect of the learning process, from analysis to synthesis to evaluation. But in reflection, all the learned material can be gathered about, sorted and resorted, and searched through for greater understanding and inspiration
Diane Gusa

Establishing an Online Teaching Presence - 0 views

  • the importance of your online teaching presence is that it contributes to online students’ sense of learning and perception of community.  An online teaching presence “is the binding element in cultivating a learning community” (Persico, et al, 2010).  According to Shea, Li & Pickett (2006), “There is a clear connection between perceived teaching presence and students’ sense of learning community.”
  • For an online learning environment, the emphasis shifts from preparing class sessions to preparing learning modules with specific learning goals, reading assignments, brief instructional materials, learning activities, discussion board posting requirements, assessment procedures, etc.   While you design the modules for your course, you should regularly ask: What do I want students to learn in this module? How will students demonstrate their learning of the materials in this module? What assignments or learning activities will support the learning for this module? By asking yourself these questions while designing modules, you will support student learning and will establish your teaching presence in the design of the course.
  • “Skillful facilitation allows students to interact with one another and the instructor at a high level” (Palloff and Prat, 2011).   At the beginning of the course, faculty members can help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students. 
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  • Peterson and colleagues (2001) suggest, “Summarize the discussion periodically to demonstrate the relation of the discussion to the course content and to point out missing information.”
  • Indicators of direct instruction “include presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, disposing misperceptions, injecting knowledge from diverse sources and responding to technical concerns” (Shea, et al, 2006).
  • A strong online teaching presence makes for a strong online learning experience and a sense of community for your students.
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    Discusses how to establish teacher presence.
Diane Gusa

Teacher Immediacy | Teaching and Learning Matters* - 0 views

  • “Immediacy is a perception of physical or psychological closeness” (Richmond, 2002, p. 65). It
  • If students like you, you are probably using immediacy behaviors, as immediacy in part determines power and liking (affect) of students for their teachers.
  • Teacher immediacy correlates with affective learning outcomes (attitudes, beliefs and values toward learning) and (slightly) with cognitive learning outcomes (recognition, recall, understanding content).
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  • “we” or “us”
  • Richmond’s (2002) advice is to “dress formally for a week or two until credibility is established. Then dress more casually to project the image that one is open to student-teacher interaction” (p. 71).
Diane Gusa

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

  • Social media environments and online communities are innovative collaborative technologies that challenge traditional definitions of information literacy
    • Diane Gusa
       
      This speaks to us as online educators too.
Alexandra DeLeo

[Week 5]CONSTRUCTIVISM? What is that?? « Everyone is a star & deserves the ri... - 0 views

  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves.
  • Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught.
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