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Diane Gusa

Open online learning courses are changing higher education. « Online Learning... - 0 views

people.uis.edu/...onlinelearning

shared by Diane Gusa on 28 May 13 - No Cached
    • Diane Gusa
      Diane Gusa on 28 May 13
       
      Do you feel this is a move towards better educated graduates, or just another credential system?
  • usher in a new credentialing system that may compete with college degrees within a decade
Diane Gusa

Pedagogy Does Matter! - 0 views

www.fno.org/pedagogy.html

shared by Diane Gusa on 30 May 13 - Cached
  • Uniform, regimented teaching of carefully scripted lessons is heralded as the silver bullet to turn around the performance of disadvantaged children, even though we have mounting evidence that much of the data to support so-called "miracles" is doubtful. (See "Cooking the Education Books? Enron Accounting?" at http://www.nochildleft.com/2003/sum03wmd.html and "Fuzzy Math, Fuzzy Reading and Fuzzy Science" at http://www.nochildleft.com/2003/apr03fuzzy.html).
    • Diane Gusa
      Diane Gusa on 30 May 13
       
      Do you think an instructor can teach an online course with someone else's pedagogy?
Diane Gusa

A Brief Summary of the Best Practices in College Teaching | Center for Teaching & Learn... - 2 views

teaching.uncc.edu/...best-practices

shared by Diane Gusa on 18 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 18 Jun 13
       
      What practices would work best for you?
Diane Gusa

Part 2: TOPICS & ACTIVITIES | Linda Harasim - 0 views

lindaharasim.com/...part-2-topics-activities

OCL modules

shared by Diane Gusa on 26 Apr 13 - No Cached
  • Diane Gusa on 26 Apr 13
     
    summer EDUC 300
Diane Gusa

The Promising Syllabus - Advice - The Chronicle of Higher Education - 1 views

chronicle.com/...46748

syllabus

shared by Diane Gusa on 30 Jun 13 - No Cached
  • "The promising syllabus," Bain wrote to me via e-mail, "fundamentally recognizes that people will learn best and most deeply when they have a strong sense of control over their own education rather than feeling manipulated by someone else's demands."
  • irst, it offers an explanation of the course's promise to the students -- what will they have gained, in terms of knowledge or skills, by the end of the semester?
  • Second, it describes the activities in which the students will engage in order to help them fulfill that promise: the readings, the class activities, the assignments.
  • ...3 more annotations...
  • Third,
  • conversation about how the teacher and the student would best come to understand the nature and progress of the student's learning."
  • conversation that should last throughout the term that will help students understand what it means to become an 'A' thinker in a particular course or discipline, and what constitutes evidence that the student has achieved that kind of thinking."
Diane Gusa

Week 21: Introduction to Online Education Theory « Pedagogy First! - 0 views

pedagogyfirst.org/wppf12

module 3 introduction online education pedagogy

shared by Diane Gusa on 24 Jun 13 - No Cached
  • this course can only touch the rapidly swirling surface of online teaching and learning. Each of us must then decide where and how we will more fully develop our knowledge and skills. For me, developing as an online learner / teacher feels like a balancing act between keeping an eye on the ever-changing surface while also finding a few places to dive deeper and more fully explore the complexities and possibilities
Kristie Rushing

Integrating Social Media into Online Education - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...al-media-into-online-education

shared by Kristie Rushing on 04 Jul 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 04 Jul 13
       
      This artilce has some great ideas for incoperating social media into online courses.
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
Tiffany King

A Few Thoughts on Cognitive Overload - 0 views

interactivity.ucsd.edu/...published.html

cognitive education learning

shared by Tiffany King on 01 Jul 12 - Cached
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • ...7 more annotations...
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies.
  • two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Supply-Related Overload Following modern conventions we can distinguish two forms of information supply. Pushed information is information arriving in our workspace over which we have little short term control – the memos, letters, newspapers, email, telephone calls, journals, calendars etc. that land in one of our inboxes. Pulled or retrievable information is information we can tap into when we want to find an answer to a question or acquire background knowledge on a topic. We have greater control over pulled information in that we intentionally seek it. But it resides in vast repositories such as libraries, online journals, filing cabinets, newspapers, archived discussion groups, our own email and of course the web.] At a more interactive level, discussions with colleagues and chat requests in discussion are additional examples. Both of these types of information are part of the great supply of information that we must decide whether, how and when to use.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Tiffany King on 01 Jul 12
     
    Article on cognitive overload
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 1 views

www.westga.edu/...hutchins63.html

instructional immediacy principles online

shared by Diane Gusa on 18 Jul 12 - Cached
  • Table 1. Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986) 1. Encourage contact between students and faculty: Frequent student-faculty contact both in and outside of class is an important factor in student motivation and involvement. 2. Develop reciprocity and cooperation among students: Faculty should create and encourage opportunities for collaborative learning among students. 3. Encourages active learning: Faculty should require students to apply their learning in oral and written forms. 4. Give prompt feedback: Faculty should provide appropriate and prompt feedback on performance. Students need help assessing their current competence and performance, and need frequent opportunities to perform and receive suggestion for improvement. Such feedback should be an ongoing process in collegiate settings. 5. Emphasize time on task: Faculty should create opportunities for students to practice good time management. This includes setting realistic time for students to complete assignments as well as using class time for learning opportunities. 6. Communicate high expectations: Faculty should set and communicate high expectations for students. Such becomes a self-fulfilling prophecy for students and they often will rise to meet the challenge. 7. Respect diverse talents and ways of learning: Faculty should create learning opportunities that appeal to the different ways students will process and attend to information. Varying presentation style and assignment requirement will allow students to showcase their unique talents and learn in ways that work for them.
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

Tips for Time Management in Online Learning: End Procrastination & Start Improving Your... - 1 views

www.brighthub.com/...32625.aspx

time management online learning

shared by Diane Gusa on 16 Jul 12 - No Cached
  • Effectively managing your time becomes crucial to succeeding in online learning.
  • the reality is that online courses are just as time consuming as classes that are delivered in a traditional classroom format.
  • Allow yourself a realistic amount of time to complete all the needed assignments. This may mean you have to free up your schedule in order to complete everything.
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