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Doris Stockton

Student-centred learning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Student-centred_learning

student centered learning wikipedia

shared by Doris Stockton on 20 Jun 13 - No Cached
  • Student-centered learning (or student-centered learning; also called child-centered learning) is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrators.
  • Strengthens student motivation Promotes peer communication Reduces disruptive behaviour Builds student-teacher relationships Promotes discovery/active learning Responsibility for one’s own learning
  • some educators have largely replaced traditional curriculum approaches with "hands-on" activities and "group work", in which a child determines on their own what they want to do in class.
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  • Student-centred learning allows students to actively participate in discovery learning processes from an autonomous viewpoint.
  • Student-centered learning, that is, putting students needs first, is in contrast to traditional education, by proponents of "student-centered learning" also dubbed "teacher-centred learning". Student-centred learning is focused on each student's needs, abilities, interests, and learning styles, placing the teacher as a facilitator of learning.
  • Assessment of student-centred learning
  • One of the most critical differences between student-centred learning and teacher-centred learning is in assessment. In student-centred learning, students participate in the evaluation of their learning.
  • Application to Higher-Education
  • The student-centred learning environment has been shown to be effective in higher education. A certain university sought to promote student-centred learning across the entire university by employing the following methods: Analysis of good practice by award-winning teachers, in all faculties, to show that, they made use of active forms of student learning. Subsequent use the analysis to promote wider use of good practice. A compulsory teacher training course for new junior teachers, which encouraged student-centred learning. Projects funded through teaching development grants, of which 16 were concerned with the introduction of active learning experiences. A programme-level quality enhancement initiative which utilised a student survey to identify strengths and potential areas for improvement. Development of a model of a broadly based teaching and learning environment influencing the development of generic capabilities, to provide evidence of the need for an interactive learning environment. The introduction of programme reviews as a quality assurance measure (Kember, 2009).
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...shachar_0610.htm

studentcenteredlearning online learning elearning

shared by Doris Stockton on 20 Jun 13 - Cached
  • The transformation from the traditional Face-to-Face (FTF) classroom mode to new delivery methods and platforms (correspondence, Internet-online, one-way, two-way audio and video) collectively known as Distance Education (DE), led some experts so far as to predict that the ‘residential based model,’ that is, students attending classes at prearranged times and locations, will disappear in the near future (Blustain, Goldstein & Lozier, 1999; Drucker, 1997 as cited in O’Malley, 1999). It is beyond doubt that distance education has progressed in concept and practice (to encompass where applicable) from an “anywhere” to an “anytime” to an “any pace” delivery method.
  • Overall, 70% of the studies had a positive effect size (see Figure 1), demonstrating that DL students outperformed their traditional counterparts. Note – there is a clear upward trend of higher positive ES per period across time from 63% to 84%
  • Eduventures (a reputable Boston based research and consulting group in higher education) forecasts there were nearly 2.2 million U.S. students enrolled in fully online higher education programs in 2009, or about 12.1% of all students enrolled in university level degree-granting institutions that year by these estimates. This share is up significantly from approximately 1.3% in the 2000-2001 academic school year.
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  • While distance learning in higher education may have been looked down upon two decades ago, it has clearly become well accepted and gained legitimacy over the past decade. Students, universities, and employers no longer differentiate between university degrees earned traditionally or online. In many cases, universities offer the same degrees traditionally and online while the final diploma does not even mention the mode of delivery. The improvements of technology, the widespread Internet access, the increased legitimacy of online learning within established universities and employers, and the increased participation of adult learners in higher education with clear preferences toward learning anytime and anywhere will further drive future improvements in the quality of distance learning programs. Traditional programs suffered irreparable damages during periods of economic downturns (the post dot com era in 2000-2002 and the major economic recession from 2007-2009), their levels of support have eroded substantially, and their quality did not improve at the same levels as online programs.
  • Therefore, one should not be surprised if the gap in academic performance between online and traditional learning will only widen in the next decade.
  • The findings of this study reemphasize prior results and extend it for a period of twenty years. It is clear that the experimental probability of attaining higher learning outcomes is greater in the online environment than in the face-to-face environment. This probability is increasing over time.
  • The paradigm of the superiority of the FTF modality over its distance learning alternative has been successfully negated. The distance learning approach is becoming the “normal science” (Kuhn, 1962). Yet, this is not fully comprehended by the various decision making institutions where the gate-keeping positions represent, by and large, the past paradigm. Therefore, distance learning is still treated as the anomaly (“step child”) instead of as the emerging standard of quality in higher education. We expect that as a new generation of leaders in higher education emerges, the policy making orientation and regulatory models will change to reflect the new paradigm.
Diane Gusa

What Is Education For? - 0 views

www.context.org/orr

education learning purpose myth

shared by Diane Gusa on 14 Jun 12 - No Cached
  • Ignorance is not a solvable problem, but rather an inescapable part of the human condition.
  • Fifth, there is a myth that the purpose of education is that of giving you the means for upward mobility and success.
  • The plain fact is that the planet does not need more "successful" people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form.
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  • "Our culture does not nourish that which is best or noblest in the human spirit. It does not cultivate vision, imagination, or aesthetic or spiritual sensitivity. It does not encourage gentleness, generosity, caring, or compassion. Increasingly in the late 20th Century, the economic-technocratic-statist worldview has become a monstrous destroyer of what is loving and life-affirming in the human soul."
  • First, all education is environmental education.
  • The goal of education is not mastery of subject matter, but of one’s person.
  • MBAs, educated in the tools of leveraged buyouts, tax breaks, and capital mobility have done what no invading army could do: they destroyed an American city with total impunity on behalf of something called the "bottom line." But the bottom line for society includes other costs, those of unemployment, crime, higher divorce rates, alcoholism, child abuse, lost savings, and wrecked lives. In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community.
  • we cannot say that we know something until we understand the effects of this knowledge on real people and their communities
  • knowledge carries with it the responsibility to see that it is well used in the world.
  • nd the power of examples over words.
  • the way learning occurs is as important as the content of particular courses.
  • Campus architecture is crystallized pedagogy that often reinforces passivity, monologue, domination, and artificiality
Diane Gusa

Open education: OU Live recordings - 0 views

www.open.edu/...content-section-8

MOOCS

shared by Diane Gusa on 10 Jun 13 - No Cached
  • Diane Gusa on 10 Jun 13
     
    "George Siemens talking about openness and the future of higher education in the age of MOOCs (25 March 2013)"
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...keengwe_0610.htm

online learning teaching

shared by Doris Stockton on 21 Jun 13 - Cached
  • The Barriers to Online Teaching and Learning
  • Although instruction provided through the Internet offers a viable alternative to the need for “physical” space, the need for faculty involvement in online learning remains a prevalent issue for those institutions that plan to continue offering instruction at a distance (Matsom, 2006; Nelson & Thompson, 2005; Schifter, 2004). In many institutions, faculty members are expected to participate in online distance education as a part of their regular duties as faculty (Kim & Bonk, 2006). However, many faculty members are hesitant to convert their traditional courses to an online format. This resistance is attributed to a lack of support, assistance, as well as training by institutions of higher education (Allen & Seaman, 2008; Keengwe, Kidd, & Kyei-Blankson, 2009).
  • Nelson and Thompson (2005) cited faculty time, rewards, workload, lack of administrative support, cost, course quality, student contact, and equipment concerns as barriers to online teaching practices. The researchers recommended that program leaders keep abreast of the technology issues; courses integrate more collaboration between instructors and learners; training be provided to faculty to overcome negative dispositions; leaders attempt to incorporate the need for distance education courses in institutions’ missions, and that a reconsideration of tenure and promotion decisions should be examined in an attempt to support faculty workloads.
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  • Similarly, inadequate hardware and software, slow internet connections, learners’ procrastination, lack of technical expertise among the instructors, insufficient orientation for learners, and a lack of release time for instructors to develop and design their online courses have been cited as barriers to faculty participation in developing and teaching online courses (Nkonge & Gueldenzoph, 2006). The researchers recommended training and support for instructors. Supporting faculty becomes significant because of the number of faculty who begin the online teaching experience with little knowledge of the process of designing, developing, and instructing an online course (Cuellar, 2002).
  • Both novice faculty, who may have been reluctant to participate, and expert faculty play a significant role in guiding the types of support, assistance, and training provided by institutions of higher education. Rockwell et al., (1999) evaluated the types of education, assistance, and support that faculty felt were needed to be successful in online teaching and learning. Faculty responded with the assertions that assistance and support for developing instructional materials, developing interaction, and for applying certain technologies were critical to their success in online environments. Faculty regarded teaching online as more difficult than teaching traditional courses (Gerlich, 2005) as well as complain that online delivery were more labor intensive because of the amount of time required to grade papers and respond to questions (Lao, & Gonzales, 2005; Wegmann, & McCauley, 2008; Sellani & Harrington, 2002). In other studies, faculty felt that additional instructional and technical support were needed because faculty were genuinely concerned about the quality of their online courses and the amount of technical assistance and training available to them at their institutions (Allen & Seaman, 2008; Keengwe, Kidd, & Kyei-Blankson, 2009).
  • Surveys conducted by Brogden and Couros (2002), Grosse, (2004), and Lorenzetti, (2004) suggest that the time and effort demands to develop online courses and to learn new technologies are also causes for faculty member’s frustrations. Additionally, some faculty members may resist online teaching because they are concerned that those courses may require more time for advanced planning (Matsom, 2006). Further, faculty members may be hesitant about this shift due to the fact that they may lose autonomy and control of the curriculum, lack of technical training and support, and lack of release time for planning. Generally, understanding the differences between traditional face-to-face learning environment and online learning environment, and the process of being able to shift from one modality to the other, will give faculty members the ability to design better online courses and focus more on course delivery (Conrad, 2004; Harlow, 2007; Marfoglio, 2006, Sugar, Martindale, & Crawley, 2007). Faculty members may also need to rethink (a) the nature of the content to be taught (b) their role as faculty members and (c) the needs and requirements of the students (Ben-Jacob, Levin & Ben-Jacob, 2000; Lee & Busch, 2005; Jones, Kollof, & Kolloff, 2008).
  • Doris Stockton on 21 Jun 13
     
    This is the article that I used for response to Kelly's Speak out discussion post.
Diane Gusa

Teach Children Well: What Does "Results Oriented" Education Mean to You? - 0 views

teachwellnow.blogspot.com/...esults-oriented-education.html

teach education learning

shared by Diane Gusa on 24 Jun 13 - No Cached
  • .that education is a process of empowering every individual so that he or she achieves their potential to the fullest extent, i.e. 100%
    • Diane Gusa
      Diane Gusa on 24 Jun 13
       
      quote in speak out
Tiffany King

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.
Kristie Rushing

A MOOC Delusion: Why Visions to Educate the World Are Absurd - WorldWise - The Chronicl... - 1 views

chronicle.com/...32599

shared by Kristie Rushing on 17 Jul 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 17 Jul 13
       
      Great atricle aginst MOOC's. The author makes some great points.
  • values that characterized the discipline of writing studies, as well as those of higher education in general in the United States.
Diane Gusa

Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning | User Generat... - 0 views

usergeneratededucation.wordpress.com/...y-heutagogy-of-mobile-learning

pedagogy heutagogy mlearning

shared by Diane Gusa on 29 May 13 - No Cached
  • Diane Gusa on 29 May 13
     
    I am still learning web 2.0...need to keep up!!
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.
Diane Gusa

Lost in Translation: Importance of Effective Communication in Online Education - 0 views

www.westga.edu/...betts122.html

communication e-learning online

shared by Diane Gusa on 27 Apr 12 - Cached
  • Diane Gusa on 27 Apr 12
     
    "Lost in Translation: Importance of Effective Communication in Online Education"
Kristie Rushing

Technology and Education Online Discussion Forums: It's in the Response - 0 views

www.westga.edu/...markel42.html

shared by Kristie Rushing on 29 Jun 12 - Cached
  • participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
  • hey construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states.
  • This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information.
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  • his involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge
  • The discussion forum environment evens the playing field of opportunity and accessibility.
  • The discussion forum makes active participation by all students the price of citizenship within this learning community.
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      What do you think about this? I found this an interesting way of putting it.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      Cool!
  • Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings
  • It is possible to feel invisible in an online discussion forum if no one responds to an individual's postings. Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses. Responses are a hook to student motivation to participate above and beyond grades.
  • They recommended that, "Instructors can encourage and model this behavior from the beginning of a course, thereby creating a safe learning environment of acceptance and trust. Activities that enhance sharing and cooperation can further develop openness and solidarity within groups." (McDonald & Gibson, 1998, p.21)
  • Web environments can make use of interactive components and educators should design and look for activities that are problem oriented, interactive, and engage students in an application of knowledge, principles, and values (Hazari & Schnorr, 1999).
  • he stage for disagreement within the discussion forum is also a motivation and invitation for students to become more engaged in the discussions.
  • instructors should have the syllabus developed and the course up and online before the first day of class
  • Instructors need to be a "presence" in the virtual conference center as they monitor the discussions and provide continuous guidance to students to focus on the course goals by utilizing a technique called "weaving". This is a skill that involves using a part of a student comment in a posting and re-directing it to the main topic without an explicit negative value judgment. Instructors in a discussion forum will set and maintain the type of language and tone used in the virtual conference center. It is harder to interpret the tone and therefore the meaning of a message without visual clues or the sound of a voice. Instructors fulfill a role like that of a list moderator as they support and give students guidance in communicating successfully within the environment.
  • Feedback has long been recognized as critical to the learning process and timely feedback is potent.
  • Feedback needs to be specific, personal, and within 24 hours of the posting.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      I think the syllabus should be sent out at least a week before the class starts. What do you think?
    • Kristie Rushing
      Kristie Rushing on 01 Jul 13
       
      I find my self doing this. I am always corious what my classmates have to add to what I have posted.
  • The need for affection is also present in a virtual discussion forum. This need is characterized by trust, self-disclosure and willingness to reveal experiences, thoughts and interpretations.
  • challenging deeply held beliefs
  • These "getting-to-know-you" scenarios are as important as course content in reaching the goal of a collaborative community of learners. The instructor needs to be sensitive to this need and find a balance within the discourse.
  • If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace.
  • Tiffany King on 09 Jul 12
     
    Why use Disuccion boards in online education.
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.
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