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Diane Gusa

Students as Formative Assessment Partners - 0 views

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formative assessment students partners

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Browse Topics Faculty Focus Articles June 15, 2012 Students as Formative Assessment Partners
  • “Creating a climate that maximizes student accomplishment in any discipline focuses on student learning instead of assigning grades. This requires students to be involved as partners in the assessment of learning and to use assessment results to change their own learning tactics.” (p. 136)
  • Three-color group quiz
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  • Midterm student conferencing
  • Assignment blogs
  • Diane Gusa on 01 Jul 12
     
    " Browse Topics Faculty Focus Articles June 15, 2012 Students as Formative Assessment Partners"
Tiffany King

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.
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  • 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.
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

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

WPI Teaching with Technology Collaboratory - Encouraging Class Discussion - 0 views

www.wpi.edu/...discussion.html

discussion forum module 3 pedagogy teaching

shared by Diane Gusa on 22 Jun 12 - No Cached
  • Idea Center Assigning Multimedia Projects to Students Motivating Your Students Promoting Student Collaboration Gathering Student Feedback Enhancing Presentations Engaging Students Through Alternatives to Written Assignments Encouraging Class Discussion Benefits of Using Discussion Boards Improving Use of Discussion Boards Grading Online Discussons The Benefits of Learning Contracts Survey Design Best Practices Blended Learning How-To Center Learning Objects Faculty Technology Grants Distance Teaching Faculty Stories News & Events Technology Tips Contact Us Search ATC site only All WPI IT sites ATC Home Related Sites Distance Learning Morgan Teaching & Learning Center Encouraging Class Discussion
  • Learning objects spanning many disciplines are freely available on the Internet, especially at repository sites such as: MERLOT NEEDS EngApplets EOE Citidel Illumina Exploratories
Diane Gusa

WPI Teaching with Technology Collaboratory - The Benefits of Learning Contracts, and Ho... - 0 views

www.wpi.edu/...contractbenefits.html

teaching technology learning contracts

shared by Diane Gusa on 22 Jun 12 - Cached
  • Idea Center Assigning Multimedia Projects to Students Motivating Your Students Promoting Student Collaboration Gathering Student Feedback Enhancing Presentations Engaging Students Through Alternatives to Written Assignments Encouraging Class Discussion Benefits of Using Discussion Boards Improving Use of Discussion Boards Grading Online Discussons The Benefits of Learning Contracts Survey Design Best Practices Blended Learning How-To Center Learning Objects Faculty Technology Grants Distance Teaching Faculty Stories News & Events Technology Tips Contact Us Search ATC site only All WPI IT sites ATC Home Related Sites Distance Learning Morgan Teaching & Learning Center The Benefits of Learning Contracts, and How to Design One
  • "Allowing students to decide which grade they wish to strive for, which activities they will engage in, and how they will demonstrate that they have satisfactorily completed their studies permits a teacher to seize upon powerful motivating forces within individual students ... This notion shifts responsibility for learning from the teacher to the student, but at the same time offers an incentive by insuring success under known conditions. Students are challenged without being threatened." (Frymier, 1965)
  • Diane Gusa on 22 Jun 12
     
    "A learning contract is a collaboratively written agreement between a student and a faculty member that delineates what is to be learned, how it will be learned, and how that learning will be evaluated. There are many different ways to design a learning contract, incorporating as many or as few elements as you wish. Despite this flexibility, there is a general format which the majority of learning contracts follow: Identify what content will be learned Specify the methods and strategies that will be used to learn the content Specify resources to be used in order to learn the content Specify the type of evidence that will be used to demonstrate learning Specify how the evidence will be validated, and by whom"
Kristie Rushing

Adult Learning - Emerging Perspectives on Learning, Teaching and Technology#Andragogy#A... - 0 views

epltt.coe.uga.edu/index.php

shared by Kristie Rushing on 30 Jun 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      positive and negative previous adult learning experiences is some thing that has effected me in my learning experance
  • The use of learner-centered instruction, especially self-directed learning, means trainers will need to create better ways to include opportunities for reflection, clarification, and guidance
  • Professional development of facilitators of adults should promote dialogue, reflection, and quality. The integrative approach to professional development involves key elements (Lawler, 2003).
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  • Is adult education Is learner centered Is transformative learning Needs to address motivation Needs to address technology learning
  • Theories related to Adult Learning. They are Action Learning, Experiential Learning, Self-Directed Learning, and Project-Based Learning
  • "Action learning is defined as an approach to working with, and developing people, which uses work on a real project or problem as the way to learn. Participants work in small groups or teams to take action to solve their project or problem, and learn how to learn from that action. A learning coach works with the group in order to help them learn how to balance their work, with the learning from that work (O'Neil, 2000, p.44)."
  • Advantages/Strengths: Process used in forming groups Balanced and diverse groups enhance the learning process and allow significant contributions to the learning community Utilization of group dynamics Disadvantages/Weaknesses: Struggle constantly with the balance between accomplishing their task and learning from it Difficult to ensure consistency across groups and across sessions of any program Challenge of group dynamics
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      Working in groups can be benifical if everyone contributes everyone can learn from each other. Just like statedin the disadvantages there can be inconsistencys across groups because not everyone may be willing to particapte and contribute to the group. I think that in online learnign we have all experanced frustration from working in groups when other members do not contribute.
  • "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius, circa 450 BC
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      I love this quote. students need to be involved in the learning process in order to truly find meaning in what they are doing
  • Experiential learning is a learning theory that is learner-centered and operates on the premise that individuals learn best by experience. A good way to describe this theory is "learning by doing". Experiential learning thus has the learner directly involved with the material being studied instead of just thinking and talking about that material.
  • Experiential learning theory builds on experience. This is especially important in adult learning because simply by living, adults bring a wealth of experience to every learning situtation they face. Experiential learning theory is a holistic learning approach Experiential learning theory is most effective when the learning has intrinsic motivation which is a common characteristic in adult learning
  • In Project Based Learning, students work in groups to solve challenging problems that are authentic and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue.
  • Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage student work.
  • It is defined as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes.
  • goals, the process, and the learner
  • Advantages/Strengths: Integrated with daily routines Triggered by an internal or external motivation An inductive process of reflection and action Linked to learning of others
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.
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  • 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.
  • 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.
  • 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.
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

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
Diane Gusa

Bruner's Model of the Spiral Curriculum | Reference.com Answers - 0 views

www.reference.com/...model-of-the-spiral-curriculum

spiral curriculum

shared by Diane Gusa on 10 Jun 12 - No Cached
  • Bruner's model of the spiral curriculum is an element of educational philosophy suggesting that students . should continually return to basic ideas as new subjects and concepts are added over the course of a curriculum.
  • The spiral curriculum theory revolves around the understanding that human cognition evolved in a step-by-step process of learning, which relied on environmental interaction and experience to form intuition and knowledge. In simpler terms, one learns best through the repeated experience of a concept.
Doris Stockton

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
  • 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).
  • 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)
  • 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.
  • 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.
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).
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