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Diane Gusa

Thoughts on Moving from Carnegie Report to TS article - 0 views

www.cites.illinois.edu/...persell_sociology_essay.htm

shared by Diane Gusa on 01 Jul 13 - No Cached
  • Each week students played one of three roles. 1) Staters introduced one or more ideas by stating something important they learned from a reading, discussing what was the most difficult or confusing part of the reading[1] and raising new sociological questions that the reading suggested. 2)  Responders replied to the ideas already posted and then posed further sociological questions.  3)  Integrators combined and synthesized the readings, what others had said that week in seminar and their postings, and raised additional sociological questions.  (See Appendix A for a copy of the instructions given to students).
    • Diane Gusa
      Diane Gusa on 01 Jul 13
       
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Karin Bogart

Speak Out - 1 views

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

shared by Karin Bogart on 07 Jul 13 - No Cached
    • Karin Bogart
      Karin Bogart on 07 Jul 13
       
      Standardization in schools...
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Diane Gusa

Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 0 views

michaelhaenlein.com/...0of%20the%20world,%20unite.pdf

presence web 2.0

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Diane Gusa on 25 Jun 12
     
    Social presence is influenced by the intimacy (interpersonal vs.mediated) and immediacy (asynchronous vs. synchronous) of themedium, and can be expected to be lower for mediated (e.g., telephone conversation) than interpersonal (e.g., face-to-face discussion) and for asynchronous (e.g., e-mail) than synchronous (e.g., live chat) communications. The higher the social presence, the larger the social influence that the communication partners have on each other's behavior. Closely related to the idea of social presence is the concept of media richness. Media richness theory (Daft & Lengel, 1986) is based on the assumption that the goal of any communication is the resolution of ambiguity and the reduction of uncertainty. It states that media differ in the degree of richness they possess--that is, the amount of information they allow to be transmitted in a given time interval--and that therefore some media are more effective than others in resolving ambiguity and uncertainty. Applied to the context of Social Media, we assume that a first classification can be made based on the richness of the medium and the degree of social presence it allows. With respect to the social
Diane Gusa

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 2 views

www.cjlt.ca/...177

e-learning teaching pedagogy Online community instructionaldesign

shared by Diane Gusa on 25 Jun 12 - Cached
  • Principle 1: The online world is a medium unto itself.
  • Principle 2: In the online world content is a verb.
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • ...6 more annotations...
  • Principle 4: Great online courses are defined by teaching, not technology.
  • Principle 3: Technology is a vehicle, not a destination.
  • Principle 6: Excellence requires multiple areas of expertise.
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Principle 9: Sometimes the little extras go a long way.
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
Diane Gusa

Taylor & Francis Online :: Formative assessment and self‐regulated learning: ... - 0 views

www.tandfonline.com/...03075070600572090

formative assessment principles higher education volume issue

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
  • can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation.
  • This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
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
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