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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

Build It and They Will Learn - Shining Light on Building a Learning Community - 0 views

palmr.edublogs.org.

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      A link here would have allowed the reader to access this resource quickly.
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      I could not find your link, but think you will like this paper on mindstorm: http://bit.ly/12tOmz9
  • Karin and I
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

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 12 Jun 12 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • ...22 more annotations...
  • students and their ability to learn are at the center of what we do
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Clarify the conceptual structure used to organize the course.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Use a variety of methods.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
Diane Gusa

If You Build It, They Will Come: Building Learning Communities Through Threaded Discuss... - 1 views

www.westga.edu/...edelstein51.html

assessment discussion rubric elearning

shared by Diane Gusa on 10 Jun 12 - Cached
  • Assessing Effectiveness of Student Participation in Online Discussions Student Name _______________________________________________________________ Unit _____
  • Promptness and Initiative
  • Delivery of Post
  • ...25 more annotations...
  • Relevance of Post
  • Expression Within the Post Does not express opinions or ideas clearly; no connection to topic
  • Contribution to the Learning Community
  • TOTAL
  • Does not make effort to participate in learning community as it develops; seems indifferent
  • Does not express opinions or ideas clearly; no connection to topi
  • Posts topics which do not relate to the discussion content; makes short or irrelevant remarks
  • Does not respond to most postings; rarely participates freely
  • Utilizes poor spelling and grammar in most posts; posts appear "hasty"
  • Responds to most postings within a 24 hour period; requires occasional prompting to post
  • Few grammatical or spelling errors are noted in posts
  • Frequently posts topics that are related to discussion content; prompts further discussion of topic
  • Opinions and ideas are stately clearly with occasional lack of connection to topic
  • Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely
  • Responds to most postings several days after initial discussion; limited initiative
  • Consistently responds to postings in less than 24 hours; demonstrates good self-initiative
  • Errors in spelling and grammar evidenced in several posts
  • Consistently uses grammatically correct posts with rare misspellings
  • Occasionally posts off topic; most posts are short in length and offer no further insight into the topic
  • Consistently posts topics related to discussion topic; cites additional references related to topic
  • Unclear connection to topic evidenced in minimal expression of opinions or ideas
  • Expresses opinions and ideas in a clear and concise manner with obvious connection to topic
  • Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic
  • Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group
  • Facilitator’s Comments:
Diane Gusa

Nine Ways to Reduce Cognitive Load in Multimedia Learning - 1 views

edtechnewsletter.wikispaces.umb.edu/...oad+in+Multimedia+learning.pdf

multimedia learning cognitive load module 2

shared by Diane Gusa on 22 Jun 12 - No Cached
  • Diane Gusa on 22 Jun 12
     
    First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.
Diane Gusa

Learning and Ownership Realized | Alex Nana-Sinkam - 2 views

ananasinkam.com/...earning-and-ownership-realized

learning ownership elearning

shared by Diane Gusa on 01 Mar 14 - No Cached
  • Diane Gusa on 01 Mar 14
     
    "A couple examples, from Howard's The Art of Hosting Good Conversations Online:  A good online learning community: has a shared commitment to work together toward better communication, better conversations. is a place where everybody builds social capital individually by improving each other's knowledge capital collaboratively. a spirit of group creativity, experimentation, exploration, good will. enables people to 'entertain' themselves rather than being just the passive consumers of canned 'entertainment'."
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

Teaching and Learning at a Distance: The Learners: Self-Regulation - 0 views

eduscapes.com/...self-regulation.htm

teaching learning

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Whether taking a face-to-face or online course, students must be able to manage their own learning.
  • onsider ways to facilitate self-regulation in your students by encouraging metacognitive awareness, promoting time management, encouraging social interaction, and providing effective, efficient, and appealing learning materials.
  • To succeed in online discussions and other online course activities, participants must have basic social skills including the ability to: listen (read) and comprehend classmate postings ask appropriate questions assist others through supporting comments build on the work of others take on the role of devil's advocate or other perspectives to promote discussion synthesize information and ideas presented by classmates and make a unique contribution participate in a timely manner
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
Alexandra DeLeo

Exhibit 2: Social, teaching, and cognitive presence - 1 views

www.innovateonline.info/...exhibit3495.htm

cognitive objectives learning

shared by Alexandra DeLeo on 17 Jul 12 - No Cached
  • social presence is to support the cognitive and affective objectives of learning by building an environment of trust and comfort.
  • Cognitive presence facilitates the construction of meaning through a process of individual or community inquiry that goes beyond merely covering course content
Diane Gusa

Should teachers embrace new technology? | My English Pages - 0 views

myenglishpages.com/...eachers-embrace-new-technology

teachers technology online learning pedagogy

shared by Diane Gusa on 07 Jun 12 - No Cached
  • Yes, we hardly master a technological tool that another version of it or another one is already in the market!! oufffff. Can you keep up with the pace??? You have to be both a marathon runner and sprinter at the same time What should  teachers do then to be able to follow the pace. The teachers who are themselves geeks are finding it so tiring, let alone those teachers who are reluctant to adapt to the new IT era.  How prepared are our educators? This is a legitimate question. A post by Andrew Marcinek describes this situation and suggests that teachers (and students) should be allowed to adapt to new tech at their own pace:
  • echnology now is everywhere. We don’t know where it will take us as teachers, but also as citizens of the world. It will surely help us build connections and provide new information even more faster; it will save us a lot of time searching for what we want. We cannot and should not miss the benefits. But we must also bear in mind that human beings are born to engage in real face-to-face warm interactions. Without this very characteristic which is exclusively human nothing can be gained!!!
Diane Gusa

TechIntersect - Student FAQ's - 0 views

billgx.edublogs.org/nereuxs-philosophy-of-teaching

quotes Risk-taking

shared by Diane Gusa on 07 Jun 12 - No Cached
  • “Building self-respect comes from struggle and achievement, not from being made comfortable.” I believe this is so true for students and faculty alike. It is why I like to try new things and set an example of exploration outside of my own comfort zone.
Diane Gusa

Pedagogical Appraches for Using Technology Literature Review January 11 FINAL 1 - 0 views

www.scribd.com/...ture-Review-January-11-FINAL-1

pedagogy elearning

shared by Diane Gusa on 13 Jun 12 - No Cached
  • Connectivism Individual processing of information gives way todevelopment of networks of trusted people, content andtools: the task of knowing is  offloaded onto the networkitself Siemens
  • Communities of enquiry Building on Wenger's notionof communities of practice,(higher) learning conceived interms of participation, withlearners experiencing social,cognitive and pedagogicaspects of community.Wenger, Garrison andAnderson
  • E-learning, e-pedagogy New forms of learning andteaching are enabled – andrequired – by digitaltechnologies. Typically moreconstructivist and learner-led.Mayes and Fowler, Cronje
  • ...4 more annotations...
  • onole, Dyke, Oliver and Seale (2004), have proposed a toolkit and model for mapping pedagogyand tools for effective learning design. They say "Toolkits are model-based resources that offer away of structuring users’ engagement that encourages reflection on theoretical concerns as well assupporting the development of practical plans for action (Conole & Oliver, 2002). The models thatform the heart of each toolkit consist of representations of a ‘space’, described in terms of qualities,in which theories or approaches can be described." They emphasise that "the descriptions of these
  •     Pedagogic Approaches to Using Technology for Learning - Literature Review 23 approaches reflect the beliefs of describer. These models are thus best understood as sharablerepresentations of beliefs and of practice, rather than as definitive account of the area" (p.18).The framework they propose consists of the following six components (p.22-23):  “Individual – Where the individual is the focus of learning.  Social – learning is explained through interaction with others (such as a tutor or fellowstudents), through discourse and collaboration and the wider social context within which thelearning takes place.  Reflection – Where conscious reflection on experience is the basis by which experience istransformed into learning.  Non-reflection – Where learning is explained with reference to processes such asconditioning, preconscious learning, skills learning and memorisation (Holford, Jarvis, &Griffin, 1998).  Information – Where an external body of information such as text, artefacts and bodies of knowledge form the basis of experience and the raw material for learning.  Experience – Where learning arises through direct experience, activity and practicalapplication
  • ormier proposes a ‘rhizomatic model’ of learning in which “a community can construct a model of education flexible enough for the way knowledge develops and changes today by producing a mapof contextual knowledge” (p.4). In this model, “curriculum is not driven by predefined inputs fromexperts; it is constructed and negotiated in real time by the contributions of those engaged in the
  •    Left hand side page by Lifelong Learning UK 24   24 learning process. This community acts as the curriculum, spontaneously shaping, constructing, andreconstructing itself and the subject of its learning…” (p.3).
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