equality between the teacher and learner.
A Constructivist Approach to Online Learning: The Community of Inquiry Framework (Karen... - 0 views
Community of Inquiry - 0 views
Learners Should Be Developing Their Own Essential Questions | User Generated Education - 0 views
Adult Learning Theory and Principles - 0 views
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Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student.
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Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts
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Exhibit 2: Social, teaching, and cognitive presence - 1 views
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social presence is to support the cognitive and affective objectives of learning by building an environment of trust and comfort.
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Cognitive presence facilitates the construction of meaning through a process of individual or community inquiry that goes beyond merely covering course content
Learning-Centered Syllabi - 0 views
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Learning-Centered Syllabi Workshop
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Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
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students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views
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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.
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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).
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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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