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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
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  • 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).
Diane Gusa

Bringing Life to Online Instruction with Humor - 1 views

radicalpedagogy.icaap.org/...shatz.html

humor_online_learning module 4 assignment learning humor

shared by Diane Gusa on 29 Jun 12 - Cached
  • Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
  • Of the personal dimensions of teaching, humor is the most human of them all. T
  • Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
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  • simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
  • e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
  • The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
  • Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
  • e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
  • journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
  • nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
  • Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
  • For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
  • We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
  • use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
  • For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
  • the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
  • The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
  • The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
  • several ways that instructors can enhance visual humor for the online environment
  • ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
  • For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
  • Diane Gusa on 29 Jun 12
     
    Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
Diane Gusa

User:Arided/ParagogyPaper - Wikiversity - 0 views

en.wikiversity.org/...ParagogyPaper

communities of practice

shared by Diane Gusa on 12 Jun 12 - No Cached
  • 1. Context as a decentered center. "For learning design in a peer-to-peer context, understanding the learner's self-concept -- in particular, whether they see themselves as self-directed or not -- may be less important than understanding the concept of 'shared context in motion'." (See "Paragogy and basho", below.) 2. Meta-learning as a font of knowledge. "We all have a lot to learn about learning." 3. Peers are equals, but different. "The learner mustn't seek only to confirm what they already know, and must therefor confront and make sense of difference as part of the learning experience." 4. Learning is distributed and nonlinear. "Side-tracking is OK, but dissipation isn't likely to work. Part of paragogy is learning how to find one's way around a given social field." 5. Realize the dream, then wake up! "Paragogy is the art of fulfilling motivations when this is possible, and then going on to the next thing."
  • shared context in motion.
  • Knowledge creation in schools is the creation of knowledge by students for their own use. [
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  • basho ("shared context in motion") can help us think about how a context constrains or supports different types of (inter-)actions, and also about how we (re-)shape the contexts we find ourselves in.
  • the modules must be small in size (noting that heterogeneous granularity will allow people with different levels of motivation to collaborate by contributing smaller or larger grained contributions);
  • The view of fluid social contexts advanced by Engestrom as a move beyond the traditional "communities of practice" view is quite compatible with the most famous peer production virtue, freedom (cf. ), which is what allows people to function in a distributed and nonlinear fashion relative to a learning or production "ecosystem". Star and Griesemer[16], on whom Wenger drew heavily as he was developing the idea of community of practice[17], describe their view as "ecological". One key difference between Star/Wegner on the one hand and Engestrom on the other has to do with the nature of boundaries. In the community of practice view, boundary objects exist to effect translations or initiations. In Engestrom's view, attention is drawn to boundaries that remain in flux (via an ongoing process of co-configuration) or which are blurred (e.g. by a blurring of consumer and producer roles).
  • e encourage the research community to test our ideas in practice of various forms. Some ideas for paragogical design include: Establish a group consensus for expectations/goals/social contract of the course and how each of them should be evaluated at its conclusion. Have learners designate learning goals that they then commit to stick with. Formalize a process for assisting peers (e.g. responding to questions, giving feedback on publicly posted work). Develop explicit pathways for learner feedback to translate into changes to the learning environment
Tiffany King

Learning Styles and Thinking Styles - 1 views

www.targetlearning.net/learningstyles.html

learning learning styles styles thinking

shared by Tiffany King on 09 Jul 12 - No Cached
  • THINK ABOUT IT Scenario     Thinking Style       Planning a "Road Trip"   Linear Thinkers will plan out every detail of the trip                                   (i.e. location of gas stations, roads to travel, items to bring, etc.). Global Thinkers will get in the car and drive.         Assembling Furniture, Toys or Electronics   Linear Thinkers will lay out all the parts (neatly), and read the instructions                           carefully before starting the assembly. Global Thinkers will look at a picture of the assembled product, and then try to                           put it together like a jigsaw puzzle                                     (i.e. "this piece looks like it fits here, this piece goes over here...").  
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      I startedd laughing when I read this, linear thinkers will plan out every detail of the trip. This is so me I write list for everything and check them off, I happen to be planning a birthday party tonight for family and I have started checking off the list for todays activities, I started the list days ago in preparation for today. I guess I am linear. What are you?
  • So, you should also try to recognize the learning and thinking style of the people you speak (or write) to.  Essentially, you need to hit the hot buttons of the people you communicate with (e.g. provide details to a linear thinker or describe the big picture to a global thinker).
  • Tiffany King on 09 Jul 12
     
    Learning styles
  • Diane Gusa on 09 Jul 12
     
    And I plan; but, I am always open to change my plans and take a detour! lol
Diane Gusa

The Digital Learning People | e-Learning through blogging - 0 views

toponlineuniversityreviews.com/blog

learning blogging

shared by Diane Gusa on 19 Jun 12 - No Cached
  • Top 50 Blogs for e-Learning Tools and Tips
  • Top 50 Blogs for e-Learning Tools and Tips
  • 25 Excellent Social Media Sites for Teachers
  • Diane Gusa on 19 Jun 12
     
    carol's site
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
Diane Gusa

Mind on Fire - 0 views

net.educause.edu/...ERM0811.pdf

web2.0 Educause e-learning collaboration

shared by Diane Gusa on 12 Jun 12 - No Cached
  • Diane Gusa on 12 Jun 12
     
    Open Education, the Long Tail, and Learning 2.0 The most profound impact of the Internet is its ability to support and expand the various aspects of social learning.
Diane Gusa

Michael Fortune's e-Learning Blog and e-Portfolio - 0 views

mikefort1.edublogs.org

CIT 2013

shared by Diane Gusa on 29 May 13 - Cached
  • Diane Gusa on 29 May 13
     
    " Home About Contact info e-portfolio Extracurricular Philosophy Resume Discovering "Community" Media in Archive.org Archive.org, or the Internet Archive, has functioned as a digital library of all media types on the Internet since 1996. Available material has been free to the public, with some exceptions, since its start and it has served as a library for Open Educational Resources way before the term "OER" ever existed. The archive also existed before Creative Commons but began to gain in popularity as the Creative Commons licenses were first released in 2002. Because of the interest in using OERs and the stipulations of a Creative Commons license, the Archive has organized its content by containing Creative Commons licensed material all in one place."
Diane Gusa

Taylor & Francis Online :: Formative assessment and self‐regulated learning: ... - 0 views

www.tandfonline.com/...03075070600572090

formative assessment principles higher education volume issue

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
  • can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation.
  • This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
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

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

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.
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  • 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

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 2 views

www.cjlt.ca/...177

e-learning teaching pedagogy Online community instructionaldesign

shared by Diane Gusa on 25 Jun 12 - Cached
  • Principle 1: The online world is a medium unto itself.
  • Principle 2: In the online world content is a verb.
  • Principle 3: Technology is a vehicle, not a destination.
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  • Principle 4: Great online courses are defined by teaching, not technology.
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • Principle 6: Excellence requires multiple areas of expertise.
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Principle 9: Sometimes the little extras go a long way.
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