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Diane Gusa

Teaching and Learning at a Distance: The Learners: Self-Regulation - 0 views

eduscapes.com/...self-regulation.htm

teaching learning

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Whether taking a face-to-face or online course, students must be able to manage their own learning.
  • onsider ways to facilitate self-regulation in your students by encouraging metacognitive awareness, promoting time management, encouraging social interaction, and providing effective, efficient, and appealing learning materials.
  • To succeed in online discussions and other online course activities, participants must have basic social skills including the ability to: listen (read) and comprehend classmate postings ask appropriate questions assist others through supporting comments build on the work of others take on the role of devil's advocate or other perspectives to promote discussion synthesize information and ideas presented by classmates and make a unique contribution participate in a timely manner
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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  • particularly students who have already learned how to learn –
  • The distinction between instruction and teaching/learning becomes significant when cash-strapped education districts look to technology for assistance.
  • 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

Establishing an Online Teaching Presence - 0 views

www.duq.edu/...online-teaching-presence.cfm

presence teaching pedagogy

shared by Diane Gusa on 16 Jul 12 - No Cached
  • the importance of your online teaching presence is that it contributes to online students’ sense of learning and perception of community.  An online teaching presence “is the binding element in cultivating a learning community” (Persico, et al, 2010).  According to Shea, Li & Pickett (2006), “There is a clear connection between perceived teaching presence and students’ sense of learning community.”
  • For an online learning environment, the emphasis shifts from preparing class sessions to preparing learning modules with specific learning goals, reading assignments, brief instructional materials, learning activities, discussion board posting requirements, assessment procedures, etc.   While you design the modules for your course, you should regularly ask: What do I want students to learn in this module? How will students demonstrate their learning of the materials in this module? What assignments or learning activities will support the learning for this module? By asking yourself these questions while designing modules, you will support student learning and will establish your teaching presence in the design of the course.
  • “Skillful facilitation allows students to interact with one another and the instructor at a high level” (Palloff and Prat, 2011).   At the beginning of the course, faculty members can help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students. 
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  • Peterson and colleagues (2001) suggest, “Summarize the discussion periodically to demonstrate the relation of the discussion to the course content and to point out missing information.”
  • Indicators of direct instruction “include presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, disposing misperceptions, injecting knowledge from diverse sources and responding to technical concerns” (Shea, et al, 2006).
  • A strong online teaching presence makes for a strong online learning experience and a sense of community for your students.
  • Tiffany King on 16 Jul 12
     
    Discusses how to establish teacher presence.
Diane Gusa

Teacher Immediacy | Teaching and Learning Matters* - 0 views

blogs.nvcc.edu/...teacher-immediacy

immediacy

shared by Diane Gusa on 17 Jul 12 - No Cached
  • “Immediacy is a perception of physical or psychological closeness” (Richmond, 2002, p. 65). It
  • If students like you, you are probably using immediacy behaviors, as immediacy in part determines power and liking (affect) of students for their teachers.
  • Teacher immediacy correlates with affective learning outcomes (attitudes, beliefs and values toward learning) and (slightly) with cognitive learning outcomes (recognition, recall, understanding content).
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  • “we” or “us”
  • Richmond’s (2002) advice is to “dress formally for a week or two until credibility is established. Then dress more casually to project the image that one is open to student-teacher interaction” (p. 71).
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

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).
Tiffany King

Cognitive Load Theory - 0 views

www.southalabama.edu/...cognitive_load_theory.htm

cognitive theory

shared by Tiffany King on 20 Jun 12 - Cached
  • Cognitive Load Theory (CLT) is an instructional theory that starts from the idea that our working memory is limited with respect to the amount of information it can hold, and the number of operations it can perform on that information (Van Gerven et. al., 2003). That means a learner should be encouraged to use his or her limited working memory efficiently, especially when learning a difficult task (Van Gerven et. al., 2003). We need to recognize the role and the limitation of working memory to help develop quality instruction (Cooper, 1998). Thus, we as instructional designers need to find ways to help optimize the working memory. Hence, the key aspect of the theory is the relation between long-term memory and working memory, and how instructional materials interact with this cognitive system (Ayres, 2006).
Tiffany King

learning_theories_full_version - 1 views

www.patsula.com/...ing_theories_full_version.html

presence online learning

shared by Tiffany King on 20 Jun 12 - Cached
  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
  • The following tutorial consists of five learning modules. Each module describes a learning theory and how that learning theory can be applied to improving online teaching and training materials. Each module features: a description of a well known learning theory; a practical example of how the theory and related strategies can be applied to a particular instructional objective or web-design problem; and a list of related pedagogical and web-design strategies as researched in the literature. This tutorial has been designed for MDDE 621 students studying in the Masters of Distance Education program at Athabasca University.
  • The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
  • The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
  • The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
  • The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
  • The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learn
  • EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles.
  • EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles
  • EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles
  • EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles.
  • The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
  • Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
  • Simplify navigation.
  • Create effective menus.
  • Include indexes, table of contents, and search capabilities.
  • Pedagogical Practices and Practical Web-Design Strategies
  • Clearly identify content with appropriate headings and titles.
  • Place most important information on the top-left. Important information should go to the top-left.
  • Web is (Fahy 1999, 181-182): Easy to get lost in (users can get confused bouncing around from one link to the next) Unstructured Non-interactive (although this is changing) Complex (the amount of information on the Web is mind-boggling) Time-consuming (because it is non-linear and invites exploration. NOTE: Research by Thaler [1997, as cited in Fahy 1999, 181] shows that "employees in a 1997 survey reported spending an average of 90 minutes per day visiting sites unrelated to their jobs").
Diane Gusa

If You Build It, They Will Come: Building Learning Communities Through Threaded Discuss... - 1 views

www.westga.edu/...edelstein51.html

assessment discussion rubric elearning

shared by Diane Gusa on 10 Jun 12 - Cached
  • Assessing Effectiveness of Student Participation in Online Discussions Student Name _______________________________________________________________ Unit _____
  • Promptness and Initiative
  • Delivery of Post
  • ...25 more annotations...
  • Relevance of Post
  • Expression Within the Post Does not express opinions or ideas clearly; no connection to topic
  • Contribution to the Learning Community
  • TOTAL
  • Does not make effort to participate in learning community as it develops; seems indifferent
  • Does not express opinions or ideas clearly; no connection to topi
  • Posts topics which do not relate to the discussion content; makes short or irrelevant remarks
  • Does not respond to most postings; rarely participates freely
  • Utilizes poor spelling and grammar in most posts; posts appear "hasty"
  • Responds to most postings within a 24 hour period; requires occasional prompting to post
  • Few grammatical or spelling errors are noted in posts
  • Frequently posts topics that are related to discussion content; prompts further discussion of topic
  • Opinions and ideas are stately clearly with occasional lack of connection to topic
  • Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely
  • Responds to most postings several days after initial discussion; limited initiative
  • Consistently responds to postings in less than 24 hours; demonstrates good self-initiative
  • Errors in spelling and grammar evidenced in several posts
  • Consistently uses grammatically correct posts with rare misspellings
  • Occasionally posts off topic; most posts are short in length and offer no further insight into the topic
  • Consistently posts topics related to discussion topic; cites additional references related to topic
  • Unclear connection to topic evidenced in minimal expression of opinions or ideas
  • Expresses opinions and ideas in a clear and concise manner with obvious connection to topic
  • Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic
  • Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group
  • Facilitator’s Comments:
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.
Nicole Frescura

Using Online Icebreakers To Promote Sutdent/Teacher Interaction - 3 views

www.southalabama.edu/...icebreakerjobaid.htm

conversation connections community

shared by Nicole Frescura on 18 Jun 12 - Cached
  • Nicole Frescura on 18 Jun 12
     
    Icebreaker Rationale and 25 ideas
Alexandra DeLeo

College@Home Blog: 100 Helpful Web Tools for Every Kind of Learner - 2 views

www.collegeathome.com/...ools-for-every-kind-of-learner

shared by Alexandra DeLeo on 20 Jun 12 - No Cached
  • With Quia, you'll be able to create your own online quizzes and educational games to help you study your materials in a more interactive fashion.
  • Teachertube is a great place to find instructional videos on just about everything. You can learn about the formation of mountains, world history and economics on this useful educational site.
Doris Stockton

Building Intelligent Interactive Tutors: Student-centered strategies for ... - Beverly ... - 0 views

books.google.com/books

studentcenteredlearning elearning tutors

shared by Doris Stockton on 21 Jun 13 - No Cached
  • Doris Stockton on 21 Jun 13
     
    This looks like an interesting book.   I thought I was going to use it to research for my discussion post, but I thought I would share in case someone else might find it interesting.  
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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