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

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture flipped classroom edtech blog
shared by Diane Gusa on 29 May 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 May 13
       
      How will the flipped classroom effect your pedagogy?
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EBSCOhost: Online Collaborative Learning: Relating Theory to Practice - 0 views

ehis.ebscohost.com.libproxy.canton.edu/...pdfviewer online collaborative learning theory
shared by Tiffany King on 20 Jun 12 - No Cached
  • Tiffany King on 20 Jun 12
     
    Abstract: Educational institutions have rushed to provide online courses; however, too often schools have discovered the difficulty in transferring effective teaching strategies in the classroom to an online environment. A unique aspect of quality online courses is how they rely heavily on effective collaboration to create a meaningful learning environment. Unfortunately, online instruction is not as simple as replicating the community atmosphere that is found in the traditional brick and mortar classroom. New strategies are demanded for the successful transfer of knowledge utilizing the Web. Investigating the pedagogical strategies of a program that promotes dialogue and collective intellect in a community model could benefit faculty designing courses. We will present a detailed case study using a mixture of quantitative and qualitative methods (including observation, focus groups, transcripts from synchronous and asynchronous discussions, surveys, and interviews) collected over a two-year span to identify perceptions of effective online collaboration and performance. Community formation, support, and sustainability are also explored. Examples are included that not only describe what participants perceive as enabling aspects of the support system but also ways in which educators can enhance program development by learning from other pioneers in this area.
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Motivating Introverted Students to Excel in the Classroom | Concordia University - Port... - 0 views

education.cu-portland.edu/...ents-to-excel-in-the-classroom motivating introvert
shared by Diane Gusa on 01 Jul 13 - No Cached
  • Mixing social activities with reflective time gives these learners the chance to decompress and process the information. With too much stimulation, they easily become overwhelmed and shut down.
    • Diane Gusa
      Diane Gusa on 01 Jul 13
       
      I worry that my pedagogy of multiple activities shut down my more introverted student.
  • Extroverted students verbally answer every question, participate in group discussions and thrive at oral reports. They often get in trouble because they talk before they think or when they should be listening. On the other hand, introverted students enjoy solo or small group projects. They often write clear essays and rarely volunteer to answer questions in class.
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The Digital Citizen - Breakthrough on a Bias: "As iron sharpens iron, so a friend sharp... - 0 views

irenewp.edublogs.org/...-so-a-friend-sharpens-a-friend disscussion forum module 3 blog
shared by Diane Gusa on 25 Jun 12 - No Cached
  • I experienced that learning is socially constructed in the online environment.
  • I also just talked  to Lisa about what I knew, what I had learned, and about my thoughts and feelings on our topics of … discussion!  I had created my first true discussion post. 
  • These experiences “highlight one of the fundamental differences between the F2F classroom and the online learning environment. ‘Discussion’, or the students’ contributions/posts/interactions in the online course, take on a significant importance in an online classroom. Rather than an extemporaneous activity by a select vocal few in the front row of a F2F classroom, effectively designed online interaction and learning activities are designed to engage all students in the course with the content, with the instructor, and with each other” (Pickett, 200
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

ascilite.org.au/...drexler.html
shared by Doris Stockton on 21 Jun 13 - Cached
  • Personal learning suggests learner autonomy and increased self regulation (Atwell, 2007; Aviram et al., 2008). However, increased responsibility and control on the part of the learner do not necessarily equate to learner motivation (Dede, 1996). Students engaging in networked learning research must be more self-directed. Not only are they navigating a number of web-based applications for the first time, they are also required to take an active role in the learning process by making decisions about how to search, where to search, and why certain content meets a learning objective.
  • Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning (Beaudoin, 1990; McLoughlin & Lee, 2010).
  • The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006). "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
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  • Figure 1: The Networked Teacher (Couros, 2008)
  • ouros (2008) developed a model of the networked teacher that represents an educator's professional personal learning environment (PLE). A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand. The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • Networked teacher model
  • In a traditional classroom setting, the teacher has primary control over the content. He or she selects or designs the curriculum. Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
  • Figure 2: The Networked Student
  • The networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003). Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge" (Larochelle et al., 1998).
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003)
  • Developing a model of the networked student The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
  • That connection expands to include access to resources and creative artifacts. Computers and mobile devices continue to broaden access to all types of information and learning sources. As quickly as content becomes available, web applications are released to assist in the management of that content
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom
  • With so much information to manage, it is increasingly difficult to stay abreast of changes in a given field, much less track implications arising from related fields. Really Simple Syndication (RSS) allows learners to subscribe to changing content and makes tracking changes easier.
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
  • Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding. Learning potential exists in what the student does with the compilation of content and how it is synthesised. The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169).
  • Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base.
  • Nine out of 15 students indicated that time management was the most difficult aspect of the course. Yet, of the fifteen students participating in the project, thirteen were able to manage weekly assignments per the schedule. Two students fell behind and expressed frustration at the amount of work required to catch up. Teacher intervention was required to facilitate their successful completion of the course. They were given a daily list of tasks designed to scaffold the time management aspects of the project. Time management issues were less associated with construction of the personal learning environment and more concerned with the blended format of the delivery. It was an adjustment for students to manage work outside of class even though they enjoyed the freedom of attending a formal class meeting only 3 out of 5 days a week.
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning (McLoughlin & Lee, 2010). Motivation, self direction, and technical aptitude are key considerations for implementing a networked student design. The students constructing personal learning environments in this test case were successful in the contemporary issues course.
  • spite of the challenges highlighted above, the Networked Student Model offers a design and framework through which teachers can explore a student-centered, 21st century approach to learning. It further provides a foundation for constructing a personal learning environment with potential to expand as new learning avenues emerge. The student is challenged to synthesise diverse and extensive digital materials, connect to others interacting in respectful and meaningful ways, self-regulate an active approach to learning, and develop an option for life long learning that applies to virtually any curricular area. Once a student has learned how to construct a personal learning environment, he or she is left with a model of learning that extends beyond the classroom walls, one in which the learner assumes full control. Regardless of teacher control, the students' success will depend on how well they have been prepared in the processes that support learning in an ever changing, increasingly networked world.
  • Doris Stockton on 21 Jun 13
     
    I have highlighted many sections that pertain to student centered online learning.
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teachinganlearningatadistance-4.pdf - 0 views

learning.fon.edu.mk/...inganlearningatadistance-4.pdf open access book
shared by Diane Gusa on 03 Jun 13 - No Cached
  • Diane Gusa on 03 Jun 13
     
    115-121 Classroom Technologies for Online Instruction Chpt 5 Design p. 360 rubric for final Chpt 2 theories
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Instructional Strategies for Online Courses - 0 views

www.ion.uillinois.edu/...instructionalstrategies.asp teaching instructional strategies online courses module elearning web2.0 discussion education
shared by Karin Bogart on 01 Jul 13 - No Cached
  • Because the online environment  facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
  • Because the online environment  facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
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How to Use Twitter in the College Classroom - 2 views

coloradomathguy.hubpages.com/...UsingTwitterClassroom TWITTER MODULE 3 SOCIAL PRESENCE
shared by Diane Gusa on 10 Jul 12 - No Cached
  • A user can be totally anonymous if that is their wish. This is an added bonus because as an instructor I would never want to involve my students in an activity that could cause them harm or make them feel uncomfortable in any way.
  • Use Twitter as an Announcement Board.
  • hey could just always have the Twitter in the background when they are at home and just look at it from time to time.
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  • Web-Pages. One of the best and most useful features of Twitter is the ability to post URL links in your Tweets
  • Use Twitter to Ask Questions.
  • Use Twitter to Connect Students
  • The student did not sign up for an online course and those boundaries must be respected
  • Don't mix Personal Twittering with Classroom Twittering
  • Do "Block" users who try to Follow your Tweets and are not your students. Most people on Twitter are trying to sell something.
  • Do Tweet often
  • Do keep your Twitter page Public. Th
  • Do include a blurb on netiquette in your course Syllabus.
  • Do Tweet on topics related to the course
  • In fact you should probably Tweet daily. Just
  • Do keep your Tweets professional.
  • Do delete non-fact related Tweets between semesters
  • Do Re-Tweet your updates.
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Classroom Management: The Teacher's Voice - 0 views

creatinglifelonglearners.com/?p=257 voice pitch using your voice
shared by Nicole Frescura on 21 Jul 12 - No Cached
  • poor classroom management often speak in a very high voice
  • speak from the chest. It gives you power, it’s believable, and it’s not straining. My acting coaches would say, “think low.”
  • high pitched, it can sometimes sound desperate, apologetic, and it seems as if you are asking students for permission when you are giving directions.
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  • Students tend to take on their teacher’s personality
  • If you’re not relaxed in tone then hyper students are more hyper, distracted
  • students are more distracted
  • Barking teachers breed barking students. Don’t confuse meanness with firmness.
  • Nicole Frescura on 21 Jul 12
     
    a few tips using your voice more effectively
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Formative and Summative Assessment in the Classroom - 0 views

www.amle.org/...default.aspx assessment formative summative
shared by Tiffany King on 20 Jul 12 - No Cached
  • nother distinction that underpins formative assessment is student involvement. If students are not involved in the assessment process, formative assessment is not practiced or implemented to its full effectiveness. Students need to be involved both as assessors of their own learning and as resources to other students. There are numerous strategies teachers can implement to engage students. In fact, research shows that the involvement in and ownership of their work increases students' motivation to learn. This does not mean the absence of teacher involvement. To the contrary, teachers are critical in identifying learning goals, setting clear criteria for success, and designing assessment tasks that provide evidence of student learning.
  • Formative Assessment is part of the instructional process.
  • it can only help in evaluating certain aspects of the learning process.
  • ...1 more annotation...
  • Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process.
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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 
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    • 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. 
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