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Tiffany King

Learning Styles and Thinking Styles - 1 views

www.targetlearning.net/learningstyles.html

learning learning styles styles thinking

shared by Tiffany King on 09 Jul 12 - No Cached
  • THINK ABOUT IT Scenario     Thinking Style       Planning a "Road Trip"   Linear Thinkers will plan out every detail of the trip                                   (i.e. location of gas stations, roads to travel, items to bring, etc.). Global Thinkers will get in the car and drive.         Assembling Furniture, Toys or Electronics   Linear Thinkers will lay out all the parts (neatly), and read the instructions                           carefully before starting the assembly. Global Thinkers will look at a picture of the assembled product, and then try to                           put it together like a jigsaw puzzle                                     (i.e. "this piece looks like it fits here, this piece goes over here...").  
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      I startedd laughing when I read this, linear thinkers will plan out every detail of the trip. This is so me I write list for everything and check them off, I happen to be planning a birthday party tonight for family and I have started checking off the list for todays activities, I started the list days ago in preparation for today. I guess I am linear. What are you?
  • So, you should also try to recognize the learning and thinking style of the people you speak (or write) to.  Essentially, you need to hit the hot buttons of the people you communicate with (e.g. provide details to a linear thinker or describe the big picture to a global thinker).
  • Tiffany King on 09 Jul 12
     
    Learning styles
  • Diane Gusa on 09 Jul 12
     
    And I plan; but, I am always open to change my plans and take a detour! lol
Diane Gusa

Wilson's Sample Lesson Plans - 1 views

www4.uwsp.edu/...intro.htm

index education lesson plans intelligences reflective teaching links

shared by Diane Gusa on 26 Apr 12 - No Cached
  • Diane Gusa on 26 Apr 12
     
    "Wilson's Sample Lesson Plans"
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...keengwe_0610.htm

online learning teaching

shared by Doris Stockton on 21 Jun 13 - Cached
  • The Barriers to Online Teaching and Learning
  • Although instruction provided through the Internet offers a viable alternative to the need for “physical” space, the need for faculty involvement in online learning remains a prevalent issue for those institutions that plan to continue offering instruction at a distance (Matsom, 2006; Nelson & Thompson, 2005; Schifter, 2004). In many institutions, faculty members are expected to participate in online distance education as a part of their regular duties as faculty (Kim & Bonk, 2006). However, many faculty members are hesitant to convert their traditional courses to an online format. This resistance is attributed to a lack of support, assistance, as well as training by institutions of higher education (Allen & Seaman, 2008; Keengwe, Kidd, & Kyei-Blankson, 2009).
  • 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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  • 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).
  • Both novice faculty, who may have been reluctant to participate, and expert faculty play a significant role in guiding the types of support, assistance, and training provided by institutions of higher education. Rockwell et al., (1999) evaluated the types of education, assistance, and support that faculty felt were needed to be successful in online teaching and learning. Faculty responded with the assertions that assistance and support for developing instructional materials, developing interaction, and for applying certain technologies were critical to their success in online environments. Faculty regarded teaching online as more difficult than teaching traditional courses (Gerlich, 2005) as well as complain that online delivery were more labor intensive because of the amount of time required to grade papers and respond to questions (Lao, & Gonzales, 2005; Wegmann, & McCauley, 2008; Sellani & Harrington, 2002). In other studies, faculty felt that additional instructional and technical support were needed because faculty were genuinely concerned about the quality of their online courses and the amount of technical assistance and training available to them at their institutions (Allen & Seaman, 2008; Keengwe, Kidd, & Kyei-Blankson, 2009).
  • Surveys conducted by Brogden and Couros (2002), Grosse, (2004), and Lorenzetti, (2004) suggest that the time and effort demands to develop online courses and to learn new technologies are also causes for faculty member’s frustrations. Additionally, some faculty members may resist online teaching because they are concerned that those courses may require more time for advanced planning (Matsom, 2006). Further, faculty members may be hesitant about this shift due to the fact that they may lose autonomy and control of the curriculum, lack of technical training and support, and lack of release time for planning. Generally, understanding the differences between traditional face-to-face learning environment and online learning environment, and the process of being able to shift from one modality to the other, will give faculty members the ability to design better online courses and focus more on course delivery (Conrad, 2004; Harlow, 2007; Marfoglio, 2006, Sugar, Martindale, & Crawley, 2007). Faculty members may also need to rethink (a) the nature of the content to be taught (b) their role as faculty members and (c) the needs and requirements of the students (Ben-Jacob, Levin & Ben-Jacob, 2000; Lee & Busch, 2005; Jones, Kollof, & Kolloff, 2008).
  • Doris Stockton on 21 Jun 13
     
    This is the article that I used for response to Kelly's Speak out discussion post.
Diane Gusa

Application of Blogs to Support Reflective Learning Journals - DE Oracle - 1 views

deoracle.org/...application-of-blogs.html

blogs journals

shared by Diane Gusa on 29 May 13 - No Cached
  • This journal encourages students to review and consolidate learning, evaluate performance, and plan future learning based on past learning experience.
  • blog, the contraction of the term "weblog," is a type of Web page made up of usually short, frequently updated posts arranged in reverse chronological order.
  • Excerpts from Student Learning Journals 
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    • Diane Gusa
      Diane Gusa on 29 May 13
       
      Here is a list of suggestions that can help you frame your first blog. Does this help your blog writing?
Diane Gusa

Donald Clark Plan B - 0 views

donaldclarkplanb.blogspot.co.uk/search

learning theory

shared by Diane Gusa on 24 Jun 13 - No Cached
  • Diane Gusa on 24 Jun 13
     
    List of learning theorist
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

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 12 Jun 12 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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  • students and their ability to learn are at the center of what we do
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • Clarify the conceptual structure used to organize the course.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Use a variety of methods.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Identify additional equipment or materials needed and sources.
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
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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