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Diane Gusa

What Is Education For? - 0 views

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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

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

Should teachers embrace new technology? | My English Pages - 0 views

myenglishpages.com/...eachers-embrace-new-technology

teachers technology online learning pedagogy

shared by Diane Gusa on 07 Jun 12 - No Cached
  • Yes, we hardly master a technological tool that another version of it or another one is already in the market!! oufffff. Can you keep up with the pace??? You have to be both a marathon runner and sprinter at the same time What should  teachers do then to be able to follow the pace. The teachers who are themselves geeks are finding it so tiring, let alone those teachers who are reluctant to adapt to the new IT era.  How prepared are our educators? This is a legitimate question. A post by Andrew Marcinek describes this situation and suggests that teachers (and students) should be allowed to adapt to new tech at their own pace:
  • echnology now is everywhere. We don’t know where it will take us as teachers, but also as citizens of the world. It will surely help us build connections and provide new information even more faster; it will save us a lot of time searching for what we want. We cannot and should not miss the benefits. But we must also bear in mind that human beings are born to engage in real face-to-face warm interactions. Without this very characteristic which is exclusively human nothing can be gained!!!
Diane Gusa

Nine Ways to Reduce Cognitive Load in Multimedia Learning - 1 views

edtechnewsletter.wikispaces.umb.edu/...oad+in+Multimedia+learning.pdf

multimedia learning cognitive load module 2

shared by Diane Gusa on 22 Jun 12 - No Cached
  • Diane Gusa on 22 Jun 12
     
    First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.
anonymous

Connecting Dots - 5 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...

started by anonymous on 25 Feb 14 no follow-up yet
anonymous

Connecting Dots - 3 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that “More time spent online does not necessarily increase learning”. Annalie Killian ...

EDU#300

started by anonymous on 16 Mar 14 no follow-up yet
anonymous

Connecting Dots - 3 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...

EDU#300

started by anonymous on 16 Mar 14 no follow-up yet
Diane Gusa

Devlin's Angle: The difference between teaching and instruction - 0 views

devlinsangle.blogspot.com/...e-between-teaching-and_01.html

teaching module 4

shared by Diane Gusa on 05 Jul 12 - No Cached
  • Some of the ones who do well actually learn what the course is supposed to be about, though others (and I suspect most) simply learn how to pass the course tests.
  • They are simply two perspectives of the same human interactive process. From the teacher’s perspective it is teaching, from the student’s perspective it is learning.
  • Teaching and learning usually involve instruction. But giving and receiving instruction no more is teaching/learning than bricklaying is architecture.
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  • The distinction between instruction and teaching/learning becomes significant when cash-strapped education districts look to technology for assistance.
  • particularly students who have already learned how to learn –
  • https://www.mathreasoninginventory.com). The heart of MRI is a face-to-face interview: you ask your students questions (that the Common Core expects all middle school students to answer successfully), probe their thinking, listen to how they reason, and learn what they understand.
Diane Gusa

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

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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.
Diane Gusa

Productivity and online learning redux - 2 views

www.tonybates.ca/...vity-and-online-learning-redux

productivity discussion online learning innovation elearning pedagogy

shared by Diane Gusa on 18 Mar 14 - No Cached
  • Instructional MOOCs (xMOOCs) have basically removed learner support, at least in terms of human (instructor) support, but this has resulted in a very low number of MOOC learners passing end-of-course assessments of learning. Indeed, prior research into credit-based learning has established that instructor online ‘presence’ is a critical factor in retaining students. So far, it has proved difficult to scale up learner support on a massive scale, except through the use of computer technology, such as automated feedback. However, Carey and Trick (2013) and indeed faculty at elite institutions who are offering xMOOCs (see Thrun and ‘the Magic of the Campus‘) have argued that such computer support does not support ‘the learning that matters most’.
  • computer-based approaches to learner support to date has been inadequate for formal assessment of higher order learning skills such as original, critical or strategic thinking, evaluation of strategies or alternative explanations.
  • In cMOOCs that are more like communities of practice and thus contain many participants with already high levels of expertise, that expertise and judgement can be provided by the participants themselves
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  • ‘disruptive’ innovation, where a new technology results in sweeping away old ways of doing something.
  • Thus knowledge management becomes more important than mere access to knowledge. If we look at xMOOCs though we have taken a new technology – video lecture capture and Internet transmission – and applied it to an outdated model of teaching. True innovation requires a change of process or method as well as a change of technology.
  • .Content is only one component of teaching (and an increasingly less important component); other components such as learner support and assessment are even more important. Care is needed then because changes in methods of online content development and delivery could have negative knock-on cost and productivity consequences in other areas of course delivery, such as learner support and assessment. I
Diane Gusa

to learn English - General Understanding of Distance Learning - 0 views

anulik.edublogs.org/...rstanding-of-distance-learning

distance learning

shared by Diane Gusa on 06 Jul 13 - No Cached
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