course design - 0 views
EBSCOhost: Online Collaborative Learning: Relating Theory to Practice - 0 views
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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.
Universal Design of Instruction - 0 views
Nine Ways to Reduce Cognitive Load in Multimedia Learning - 1 views
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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.
Outlaw's learning network. - 2 views
Cognitive Load Theory - 0 views
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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
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information contained in instructional material must first be processed by working memory
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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.
4 Tips for Reaching Training Introverts | Mindflash - 0 views
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try wording the question a little more provocatively, like: “How does your solution to the scenario differ from the recommended solution provided in the training?”
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If you’re primarily an extrovert you’re outgoing, gregarious, friendly, and talkative – but you tend to bore easily
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If you’re primarily an introvert, you’re less outwardly expressive and more likely to process your emotions and thoughts internally. You tend to embrace critical-thinking and you do more listening than talking – but your introspective ways may leave you feeling awkward in social or group settings
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Destination Descriptions - 0 views
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Effective Distance Education Instructional Design is divided into modules or "destinations,
Formative and Summative Assessment in the Classroom - 0 views
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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.
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Formative Assessment is part of the instructional process.
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it can only help in evaluating certain aspects of the learning process.
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Pedagogical Appraches for Using Technology Literature Review January 11 FINAL 1 - 0 views
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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
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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
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E-learning, e-pedagogy New forms of learning andteaching are enabled andrequired by digitaltechnologies. Typically moreconstructivist and learner-led.Mayes and Fowler, Cronje
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