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Diane Gusa

Learning Domains - 1 views

pixel.fhda.edu/...learning_domain.html

Learning domains affective cognitive

shared by Diane Gusa on 25 Jun 12 - Cached
  • The affective domain is critical for learning but is often not specifically addressed.  This is the domain that deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life.  Stages in that domain are not as sequential as the cognitive domain, but have been described as the following: Receiving (willing to listen) Responding (willing to participate) Valuing (willing to be involved) Organizing (willing to be an advocate) Characterization (willing to change one’s behavior, lifestyle, or way of life)
  • Videos and audio clips are also excellent ways to engage the affective domain. These should be short and may include the following: Former students giving tips on how to be successful The instructor informing the students of the value of the course Professionals who are using the knowledge from the course in their lives An overview of the program with key support personnel and facilities visible to the student Streaming audio files throughout the course encouraging students and providing helpful tips Short video clips of the instructor explaining course content
Diane Gusa

Diane Lynn Gusa, PhD | Profile - 0 views

rightquestion.org/...1

module4 audio question

shared by Diane Gusa on 11 Jun 13 - No Cached
  • Diane Gusa on 11 Jun 13
     
    The End of Wonder in the Age of Whatever Michael Wesch
Karin Bogart

http://www.tirfonline.org/wp-content/uploads/2012/12/TIRF_DDG_2010_Olesova_Final.pdf - 0 views

www.tirfonline.org/...IRF_DDG_2010_Olesova_Final.pdf

shared by Karin Bogart on 07 Jul 13 - No Cached
    • Karin Bogart
      Karin Bogart on 07 Jul 13
       
      Audio feedback is suggested to be very effective for EFL students.
Diane Gusa

Evolution of an e-Learning Developers Guide: Do You Need One? by Mike Dickinson : Learn... - 0 views

www.learningsolutionsmag.com/...205

developers guide module 3 interacrtivity

shared by Diane Gusa on 30 Jun 12 - No Cached
  • Adult learning principles
  • General instructional strategy
  • evel Type Description Level I Passive The learner acts solely as a receiver of information and progresses linearly through the course, reading text from the screen, viewing video, or listening to audio. We discourage this level. Level II Limited interaction The learner makes simple responses to instructional cues such as multiple choice or true/false questions. Level III Moderate participation The learners may drag-and-drop objects or respons-es, or answer multiple-choice questions about realistic scenarios. This is our preferred level of interaction because it optimizes the trade-off between active learning and course development time. Level IV Real-time participation This includes highly realistic interaction such as simu-lations of software interactions or role-plays of inter-personal situations.
Diane Gusa

Evolution of an e-Learning Developers Guide by Mike Dickinson : Learning Solutions Maga... - 0 views

www.learningsolutionsmag.com/...an-e-learning-developers-guide

developers guide module 3

shared by Diane Gusa on 30 Jun 12 - No Cached
Ilicia Kelly

TOOC - 4 views

In the age of technology, we still want a personal record of paper receipts and to have a copy that we can hold in our hand is a great new app! According to the reading in the Intro to Learning Tec...

learning web2.0 education EDUC300

started by Ilicia Kelly on 18 Mar 14 no follow-up yet
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...shachar_0610.htm

studentcenteredlearning online learning elearning

shared by Doris Stockton on 20 Jun 13 - Cached
  • The transformation from the traditional Face-to-Face (FTF) classroom mode to new delivery methods and platforms (correspondence, Internet-online, one-way, two-way audio and video) collectively known as Distance Education (DE), led some experts so far as to predict that the ‘residential based model,’ that is, students attending classes at prearranged times and locations, will disappear in the near future (Blustain, Goldstein & Lozier, 1999; Drucker, 1997 as cited in O’Malley, 1999). It is beyond doubt that distance education has progressed in concept and practice (to encompass where applicable) from an “anywhere” to an “anytime” to an “any pace” delivery method.
  • Overall, 70% of the studies had a positive effect size (see Figure 1), demonstrating that DL students outperformed their traditional counterparts. Note – there is a clear upward trend of higher positive ES per period across time from 63% to 84%
  • Eduventures (a reputable Boston based research and consulting group in higher education) forecasts there were nearly 2.2 million U.S. students enrolled in fully online higher education programs in 2009, or about 12.1% of all students enrolled in university level degree-granting institutions that year by these estimates. This share is up significantly from approximately 1.3% in the 2000-2001 academic school year.
  • ...4 more annotations...
  • While distance learning in higher education may have been looked down upon two decades ago, it has clearly become well accepted and gained legitimacy over the past decade. Students, universities, and employers no longer differentiate between university degrees earned traditionally or online. In many cases, universities offer the same degrees traditionally and online while the final diploma does not even mention the mode of delivery. The improvements of technology, the widespread Internet access, the increased legitimacy of online learning within established universities and employers, and the increased participation of adult learners in higher education with clear preferences toward learning anytime and anywhere will further drive future improvements in the quality of distance learning programs. Traditional programs suffered irreparable damages during periods of economic downturns (the post dot com era in 2000-2002 and the major economic recession from 2007-2009), their levels of support have eroded substantially, and their quality did not improve at the same levels as online programs.
  • Therefore, one should not be surprised if the gap in academic performance between online and traditional learning will only widen in the next decade.
  • The findings of this study reemphasize prior results and extend it for a period of twenty years. It is clear that the experimental probability of attaining higher learning outcomes is greater in the online environment than in the face-to-face environment. This probability is increasing over time.
  • The paradigm of the superiority of the FTF modality over its distance learning alternative has been successfully negated. The distance learning approach is becoming the “normal science” (Kuhn, 1962). Yet, this is not fully comprehended by the various decision making institutions where the gate-keeping positions represent, by and large, the past paradigm. Therefore, distance learning is still treated as the anomaly (“step child”) instead of as the emerging standard of quality in higher education. We expect that as a new generation of leaders in higher education emerges, the policy making orientation and regulatory models will change to reflect the new paradigm.
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