Thoughts on Moving from Carnegie Report to TS article - 0 views
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Each week students played one of three roles. 1) Staters introduced one or more ideas by stating something important they learned from a reading, discussing what was the most difficult or confusing part of the reading[1] and raising new sociological questions that the reading suggested. 2) Responders replied to the ideas already posted and then posed further sociological questions. 3) Integrators combined and synthesized the readings, what others had said that week in seminar and their postings, and raised additional sociological questions. (See Appendix A for a copy of the instructions given to students).
Teach Children Well: What Does "Results Oriented" Education Mean to You? - 0 views
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.that education is a process of empowering every individual so that he or she achieves their potential to the fullest extent, i.e. 100%
Adult Learning - Emerging Perspectives on Learning, Teaching and Technology#Andragogy#A... - 0 views
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The use of learner-centered instruction, especially self-directed learning, means trainers will need to create better ways to include opportunities for reflection, clarification, and guidance
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Professional development of facilitators of adults should promote dialogue, reflection, and quality. The integrative approach to professional development involves key elements (Lawler, 2003).
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TechIntersect - Student FAQ's - 0 views
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“Building self-respect comes from struggle and achievement, not from being made comfortable.” I believe this is so true for students and faculty alike. It is why I like to try new things and set an example of exploration outside of my own comfort zone.
Connecting Dots - 5 views
Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...
Connecting Dots - 3 views
Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that “More time spent online does not necessarily increase learning”. Annalie Killian ...
Connecting Dots - 3 views
Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...
AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views
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Personal learning suggests learner autonomy and increased self regulation (Atwell, 2007; Aviram et al., 2008). However, increased responsibility and control on the part of the learner do not necessarily equate to learner motivation (Dede, 1996). Students engaging in networked learning research must be more self-directed. Not only are they navigating a number of web-based applications for the first time, they are also required to take an active role in the learning process by making decisions about how to search, where to search, and why certain content meets a learning objective.
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Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning (Beaudoin, 1990; McLoughlin & Lee, 2010).
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The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006). "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
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