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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
  • ...22 more annotations...
  • 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

adult learning module - 0 views

www.msu.edu/...adult%20learning%20module.html

Moduel3 learning adult_learning

shared by Diane Gusa on 24 Jun 13 - No Cached
  • Diane Gusa on 24 Jun 13
     
    "In light of the material on why adults learn that you have just read, think about your own motivation to learn. To what extent does your own experience reflect these research findings? How does it differ from what was presented here? How might you account for these differences?"
Tiffany King

EBSCOhost: Online Collaborative Learning: Relating Theory to Practice - 0 views

ehis.ebscohost.com.libproxy.canton.edu/...pdfviewer

online collaborative learning theory

shared by Tiffany King on 20 Jun 12 - No Cached
  • Tiffany King on 20 Jun 12
     
    Abstract: Educational institutions have rushed to provide online courses; however, too often schools have discovered the difficulty in transferring effective teaching strategies in the classroom to an online environment. A unique aspect of quality online courses is how they rely heavily on effective collaboration to create a meaningful learning environment. Unfortunately, online instruction is not as simple as replicating the community atmosphere that is found in the traditional brick and mortar classroom. New strategies are demanded for the successful transfer of knowledge utilizing the Web. Investigating the pedagogical strategies of a program that promotes dialogue and collective intellect in a community model could benefit faculty designing courses. We will present a detailed case study using a mixture of quantitative and qualitative methods (including observation, focus groups, transcripts from synchronous and asynchronous discussions, surveys, and interviews) collected over a two-year span to identify perceptions of effective online collaboration and performance. Community formation, support, and sustainability are also explored. Examples are included that not only describe what participants perceive as enabling aspects of the support system but also ways in which educators can enhance program development by learning from other pioneers in this area.
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

Adaptive Web-Based Learning for Students with Diverse Backgrounds: Case Study in a Intr... - 0 views

www.cs.odu.edu/...spiral.html

learning

shared by Diane Gusa on 10 Jun 12 - No Cached
  • Diane Gusa on 10 Jun 12
     
    "The objectives of the spiral model are to support exploration of the subject matter based on competency, personal preference, interest and background to any depth without requiring the instructor to define explicit navigational paths. The model provides for flexible navigation of the subject matter in order to match a particular student's background and to adapt the presentation of the subject material to that student. The instructor provides a road map and a set of goals, which guides the student's exploration. The subject matter and learning tasks are organized around the integration of a set of skills needed to solve problems at different levels of understanding."
Diane Gusa

WPI Teaching with Technology Collaboratory - Encouraging Class Discussion - 0 views

www.wpi.edu/...discussion.html

discussion forum module 3 pedagogy teaching

shared by Diane Gusa on 22 Jun 12 - No Cached
  • Idea Center Assigning Multimedia Projects to Students Motivating Your Students Promoting Student Collaboration Gathering Student Feedback Enhancing Presentations Engaging Students Through Alternatives to Written Assignments Encouraging Class Discussion Benefits of Using Discussion Boards Improving Use of Discussion Boards Grading Online Discussons The Benefits of Learning Contracts Survey Design Best Practices Blended Learning How-To Center Learning Objects Faculty Technology Grants Distance Teaching Faculty Stories News & Events Technology Tips Contact Us Search ATC site only All WPI IT sites ATC Home Related Sites Distance Learning Morgan Teaching & Learning Center Encouraging Class Discussion
  • Learning objects spanning many disciplines are freely available on the Internet, especially at repository sites such as: MERLOT NEEDS EngApplets EOE Citidel Illumina Exploratories
Diane Gusa

WPI Teaching with Technology Collaboratory - The Benefits of Learning Contracts, and Ho... - 0 views

www.wpi.edu/...contractbenefits.html

teaching technology learning contracts

shared by Diane Gusa on 22 Jun 12 - Cached
  • Idea Center Assigning Multimedia Projects to Students Motivating Your Students Promoting Student Collaboration Gathering Student Feedback Enhancing Presentations Engaging Students Through Alternatives to Written Assignments Encouraging Class Discussion Benefits of Using Discussion Boards Improving Use of Discussion Boards Grading Online Discussons The Benefits of Learning Contracts Survey Design Best Practices Blended Learning How-To Center Learning Objects Faculty Technology Grants Distance Teaching Faculty Stories News & Events Technology Tips Contact Us Search ATC site only All WPI IT sites ATC Home Related Sites Distance Learning Morgan Teaching & Learning Center The Benefits of Learning Contracts, and How to Design One
  • "Allowing students to decide which grade they wish to strive for, which activities they will engage in, and how they will demonstrate that they have satisfactorily completed their studies permits a teacher to seize upon powerful motivating forces within individual students ... This notion shifts responsibility for learning from the teacher to the student, but at the same time offers an incentive by insuring success under known conditions. Students are challenged without being threatened." (Frymier, 1965)
  • Diane Gusa on 22 Jun 12
     
    "A learning contract is a collaboratively written agreement between a student and a faculty member that delineates what is to be learned, how it will be learned, and how that learning will be evaluated. There are many different ways to design a learning contract, incorporating as many or as few elements as you wish. Despite this flexibility, there is a general format which the majority of learning contracts follow: Identify what content will be learned Specify the methods and strategies that will be used to learn the content Specify resources to be used in order to learn the content Specify the type of evidence that will be used to demonstrate learning Specify how the evidence will be validated, and by whom"
Diane Gusa

Productivity and online learning redux - 5 views

canton.sln.suny.edu/...default.asp

shared by Diane Gusa on 18 Mar 14 - No Cached
    • Diane Gusa
      Diane Gusa on 18 Mar 14
       
      How does the present rubric contribute to learner support and assessment? How does the present rubric interfere with your learning?
Diane Gusa

EDUCAUSE_2012_scaffolding.pdf - 1 views

www.educause.edu/...EDUCAUSE_2012_scaffolding.pdf

educause scaffolding

shared by Diane Gusa on 26 May 13 - No Cached
  • Diane Gusa on 26 May 13
     
    "Palloff, R., & Pratt, K. (2005).Collaborating online: Learning together in community. San Francisco: Jossey - Bass"
Diane Gusa

Are Online Classes Meant Primarily for Introverts? | Inside Online SchoolsInside Online... - 1 views

www.onlineschools.org/...meant-primarily-for-introverts

introvert extrovert benefits online

shared by Diane Gusa on 01 Jul 13 - No Cached
  • For introverts these online learning benefits include: Ability to take time to think about what to write in discussions Not forced to interact with people with whom they feel uncomfortable Ability to take stances on subjects that might otherwise intimidate them in person For extroverts these online learning benefits include: Ability to hit the backspace key or delete button if needed Ability to interact within chat rooms and discussion areas to connect with other students Ability to showcase knowledge through the use of multimedia presentations
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
Kristie Rushing

Technology and Education Online Discussion Forums: It's in the Response - 0 views

www.westga.edu/...markel42.html

shared by Kristie Rushing on 29 Jun 12 - Cached
  • participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
  • hey construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states.
  • This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information.
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  • his involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge
  • The discussion forum environment evens the playing field of opportunity and accessibility.
  • The discussion forum makes active participation by all students the price of citizenship within this learning community.
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      What do you think about this? I found this an interesting way of putting it.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      Cool!
  • Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings
  • It is possible to feel invisible in an online discussion forum if no one responds to an individual's postings. Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses. Responses are a hook to student motivation to participate above and beyond grades.
  • They recommended that, "Instructors can encourage and model this behavior from the beginning of a course, thereby creating a safe learning environment of acceptance and trust. Activities that enhance sharing and cooperation can further develop openness and solidarity within groups." (McDonald & Gibson, 1998, p.21)
  • Web environments can make use of interactive components and educators should design and look for activities that are problem oriented, interactive, and engage students in an application of knowledge, principles, and values (Hazari & Schnorr, 1999).
  • he stage for disagreement within the discussion forum is also a motivation and invitation for students to become more engaged in the discussions.
  • instructors should have the syllabus developed and the course up and online before the first day of class
  • Instructors need to be a "presence" in the virtual conference center as they monitor the discussions and provide continuous guidance to students to focus on the course goals by utilizing a technique called "weaving". This is a skill that involves using a part of a student comment in a posting and re-directing it to the main topic without an explicit negative value judgment. Instructors in a discussion forum will set and maintain the type of language and tone used in the virtual conference center. It is harder to interpret the tone and therefore the meaning of a message without visual clues or the sound of a voice. Instructors fulfill a role like that of a list moderator as they support and give students guidance in communicating successfully within the environment.
  • Feedback has long been recognized as critical to the learning process and timely feedback is potent.
  • Feedback needs to be specific, personal, and within 24 hours of the posting.
    • Diane Gusa
      Diane Gusa on 09 Jul 12
       
      I think the syllabus should be sent out at least a week before the class starts. What do you think?
    • Kristie Rushing
      Kristie Rushing on 01 Jul 13
       
      I find my self doing this. I am always corious what my classmates have to add to what I have posted.
  • The need for affection is also present in a virtual discussion forum. This need is characterized by trust, self-disclosure and willingness to reveal experiences, thoughts and interpretations.
  • challenging deeply held beliefs
  • These "getting-to-know-you" scenarios are as important as course content in reaching the goal of a collaborative community of learners. The instructor needs to be sensitive to this need and find a balance within the discourse.
  • If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace.
  • Tiffany King on 09 Jul 12
     
    Why use Disuccion boards in online education.
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

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 1 views

www.westga.edu/...hutchins63.html

instructional immediacy principles online

shared by Diane Gusa on 18 Jul 12 - Cached
  • Table 1. Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986) 1. Encourage contact between students and faculty: Frequent student-faculty contact both in and outside of class is an important factor in student motivation and involvement. 2. Develop reciprocity and cooperation among students: Faculty should create and encourage opportunities for collaborative learning among students. 3. Encourages active learning: Faculty should require students to apply their learning in oral and written forms. 4. Give prompt feedback: Faculty should provide appropriate and prompt feedback on performance. Students need help assessing their current competence and performance, and need frequent opportunities to perform and receive suggestion for improvement. Such feedback should be an ongoing process in collegiate settings. 5. Emphasize time on task: Faculty should create opportunities for students to practice good time management. This includes setting realistic time for students to complete assignments as well as using class time for learning opportunities. 6. Communicate high expectations: Faculty should set and communicate high expectations for students. Such becomes a self-fulfilling prophecy for students and they often will rise to meet the challenge. 7. Respect diverse talents and ways of learning: Faculty should create learning opportunities that appeal to the different ways students will process and attend to information. Varying presentation style and assignment requirement will allow students to showcase their unique talents and learn in ways that work for them.
Nicole Frescura

Encouraging Critical Thinking in Online Threaded Discussions (Bridget Arend 2009) - 0 views

www.thejeo.com/...Arendpaper.pdf

discussion forums best practices

shared by Nicole Frescura on 22 Jun 12 - No Cached
  • Diane Gusa on 22 Jun 12
     
    This article presents qualitative data from a mixed-method study that explores how asynchronous discussions within online courses influence critical thinking among students. In this study, online discussions were related to higher levels of critical thinking, but qualitative data indicate that the way discussions are used and facilitated is vital for encouraging critical thinking. Online discussions typically have the purpose of creating a space and time for informal, open-ended thinking to occur. Critical thinking appears to be best encouraged among students when a more consistent emphasis is placed on the discussions, and when instructor facilitation is less frequent but more purposeful
Doris Stockton

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views

ascilite.org.au/...drexler.html

shared by Doris Stockton on 21 Jun 13 - Cached
  • 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.
  • 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).
  • 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).
  • ...17 more annotations...
  • Figure 1: The Networked Teacher (Couros, 2008)
  • ouros (2008) developed a model of the networked teacher that represents an educator's professional personal learning environment (PLE). A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand. The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
  • Networked teacher model
  • In a traditional classroom setting, the teacher has primary control over the content. He or she selects or designs the curriculum. Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
  • Figure 2: The Networked Student
  • The networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003). Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge" (Larochelle et al., 1998).
  • Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003)
  • Developing a model of the networked student The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
  • That connection expands to include access to resources and creative artifacts. Computers and mobile devices continue to broaden access to all types of information and learning sources. As quickly as content becomes available, web applications are released to assist in the management of that content
  • The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom
  • With so much information to manage, it is increasingly difficult to stay abreast of changes in a given field, much less track implications arising from related fields. Really Simple Syndication (RSS) allows learners to subscribe to changing content and makes tracking changes easier.
  • Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
  • Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding. Learning potential exists in what the student does with the compilation of content and how it is synthesised. The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169).
  • Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base.
  • Nine out of 15 students indicated that time management was the most difficult aspect of the course. Yet, of the fifteen students participating in the project, thirteen were able to manage weekly assignments per the schedule. Two students fell behind and expressed frustration at the amount of work required to catch up. Teacher intervention was required to facilitate their successful completion of the course. They were given a daily list of tasks designed to scaffold the time management aspects of the project. Time management issues were less associated with construction of the personal learning environment and more concerned with the blended format of the delivery. It was an adjustment for students to manage work outside of class even though they enjoyed the freedom of attending a formal class meeting only 3 out of 5 days a week.
  • Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning (McLoughlin & Lee, 2010). Motivation, self direction, and technical aptitude are key considerations for implementing a networked student design. The students constructing personal learning environments in this test case were successful in the contemporary issues course.
  • spite of the challenges highlighted above, the Networked Student Model offers a design and framework through which teachers can explore a student-centered, 21st century approach to learning. It further provides a foundation for constructing a personal learning environment with potential to expand as new learning avenues emerge. The student is challenged to synthesise diverse and extensive digital materials, connect to others interacting in respectful and meaningful ways, self-regulate an active approach to learning, and develop an option for life long learning that applies to virtually any curricular area. Once a student has learned how to construct a personal learning environment, he or she is left with a model of learning that extends beyond the classroom walls, one in which the learner assumes full control. Regardless of teacher control, the students' success will depend on how well they have been prepared in the processes that support learning in an ever changing, increasingly networked world.
  • Doris Stockton on 21 Jun 13
     
    I have highlighted many sections that pertain to student centered online learning.
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