try wording the question a little more provocatively, like: “How does
your solution to the scenario differ from the recommended
solution provided in the training?”
4 Tips for Reaching Training Introverts | Mindflash - 0 views
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If you’re primarily an extrovert you’re outgoing, gregarious, friendly, and talkative – but you tend to bore easily
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If you’re primarily an introvert, you’re less outwardly expressive and more likely to process your emotions and thoughts internally. You tend to embrace critical-thinking and you do more listening than talking – but your introspective ways may leave you feeling awkward in social or group settings
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How to Use Twitter in the College Classroom - 2 views
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A user can be totally anonymous if that is their wish. This is an added bonus because as an instructor I would never want to involve my students in an activity that could cause them harm or make them feel uncomfortable in any way.
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Use Twitter as an Announcement Board.
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hey could just always have the Twitter in the background when they are at home and just look at it from time to time.
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Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning | User Generat... - 0 views
JOLT - Journal of Online Learning and Teaching - 0 views
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The Barriers to Online Teaching and Learning
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Similarly, inadequate hardware and software, slow internet connections, learners’ procrastination, lack of technical expertise among the instructors, insufficient orientation for learners, and a lack of release time for instructors to develop and design their online courses have been cited as barriers to faculty participation in developing and teaching online courses (Nkonge & Gueldenzoph, 2006). The researchers recommended training and support for instructors. Supporting faculty becomes significant because of the number of faculty who begin the online teaching experience with little knowledge of the process of designing, developing, and instructing an online course (Cuellar, 2002).
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Nelson and Thompson (2005) cited faculty time, rewards, workload, lack of administrative support, cost, course quality, student contact, and equipment concerns as barriers to online teaching practices. The researchers recommended that program leaders keep abreast of the technology issues; courses integrate more collaboration between instructors and learners; training be provided to faculty to overcome negative dispositions; leaders attempt to incorporate the need for distance education courses in institutions’ missions, and that a reconsideration of tenure and promotion decisions should be examined in an attempt to support faculty workloads.
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Week 21: Introduction to Online Education Theory « Pedagogy First! - 0 views
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this course can only touch the rapidly swirling surface of online teaching and learning. Each of us must then decide where and how we will more fully develop our knowledge and skills. For me, developing as an online learner / teacher feels like a balancing act between keeping an eye on the ever-changing surface while also finding a few places to dive deeper and more fully explore the complexities and possibilities
Teaching Today | How-To Articles | Social Bookmarking - 1 views
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A social bookmarking site provides a way for students or teachers to save all of their links in one place on the Internet. These links are saved with one or more tags to help find the site in the future.
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According to Netcraft, there are more than 100 million Web sites on the Internet. Between 3 to 4 million new Web sites are added every month. How do educators keep this information organized? How do educators and students plod through this morass and separate the good from the bad and the ugly? Social bookmarking provides one way for users to get control of this information.
Should teachers embrace new technology? | My English Pages - 0 views
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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:
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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!!!
JOLT - Journal of Online Learning and Teaching - 0 views
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The transformation from the traditional Face-to-Face (FTF) classroom mode to new delivery methods and platforms (correspondence, Internet-online, one-way, two-way audio and video) collectively known as Distance Education (DE), led some experts so far as to predict that the ‘residential based model,’ that is, students attending classes at prearranged times and locations, will disappear in the near future (Blustain, Goldstein & Lozier, 1999; Drucker, 1997 as cited in O’Malley, 1999). It is beyond doubt that distance education has progressed in concept and practice (to encompass where applicable) from an “anywhere” to an “anytime” to an “any pace” delivery method.
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Overall, 70% of the studies had a positive effect size (see Figure 1), demonstrating that DL students outperformed their traditional counterparts. Note – there is a clear upward trend of higher positive ES per period across time from 63% to 84%
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Eduventures (a reputable Boston based research and consulting group in higher education) forecasts there were nearly 2.2 million U.S. students enrolled in fully online higher education programs in 2009, or about 12.1% of all students enrolled in university level degree-granting institutions that year by these estimates. This share is up significantly from approximately 1.3% in the 2000-2001 academic school year.
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