Skip to main content

Home/ EDUC 300/ Group items tagged reflection

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Diane Gusa

Where is reflection in the learning process? | User Generated Education - 0 views

usergeneratededucation.wordpress.com/...ection-in-the-learning-process

reflection elearning

shared by Diane Gusa on 29 May 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 May 13
       
      This is a good resource as you reflect and prepare your first synthesizing blog.
  • What was your significant learning this past week
  • What did you learn or what was reinforced about yourself? What can you take from the class activities to use in your life outside of class?
  • ...2 more annotations...
  • Critical reflection is an important part of any learning process. Without reflection, learning becomes only an activity — like viewing a reality TV show — which was never meant to have meaning, but was only meant to occupy time.
  • Critical reflection is not meditation, rather it is mediation — an active, conversive, dialectical exercise that requires as much intellectual work as does every other aspect of the learning process, from analysis to synthesis to evaluation. But in reflection, all the learned material can be gathered about, sorted and resorted, and searched through for greater understanding and inspiration
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
  • ...4 more annotations...
  • 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).
Kristie Rushing

Adult Learning - Emerging Perspectives on Learning, Teaching and Technology#Andragogy#A... - 0 views

epltt.coe.uga.edu/index.php

shared by Kristie Rushing on 30 Jun 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      positive and negative previous adult learning experiences is some thing that has effected me in my learning experance
  • 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
  • Professional development of facilitators of adults should promote dialogue, reflection, and quality. The integrative approach to professional development involves key elements (Lawler, 2003).
  • ...14 more annotations...
  • Is adult education Is learner centered Is transformative learning Needs to address motivation Needs to address technology learning
  • Theories related to Adult Learning. They are Action Learning, Experiential Learning, Self-Directed Learning, and Project-Based Learning
  • "Action learning is defined as an approach to working with, and developing people, which uses work on a real project or problem as the way to learn. Participants work in small groups or teams to take action to solve their project or problem, and learn how to learn from that action. A learning coach works with the group in order to help them learn how to balance their work, with the learning from that work (O'Neil, 2000, p.44)."
  • Advantages/Strengths: Process used in forming groups Balanced and diverse groups enhance the learning process and allow significant contributions to the learning community Utilization of group dynamics Disadvantages/Weaknesses: Struggle constantly with the balance between accomplishing their task and learning from it Difficult to ensure consistency across groups and across sessions of any program Challenge of group dynamics
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      Working in groups can be benifical if everyone contributes everyone can learn from each other. Just like statedin the disadvantages there can be inconsistencys across groups because not everyone may be willing to particapte and contribute to the group. I think that in online learnign we have all experanced frustration from working in groups when other members do not contribute.
  • "Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand." Confucius, circa 450 BC
    • Kristie Rushing
      Kristie Rushing on 30 Jun 13
       
      I love this quote. students need to be involved in the learning process in order to truly find meaning in what they are doing
  • Experiential learning is a learning theory that is learner-centered and operates on the premise that individuals learn best by experience. A good way to describe this theory is "learning by doing". Experiential learning thus has the learner directly involved with the material being studied instead of just thinking and talking about that material.
  • Experiential learning theory builds on experience. This is especially important in adult learning because simply by living, adults bring a wealth of experience to every learning situtation they face. Experiential learning theory is a holistic learning approach Experiential learning theory is most effective when the learning has intrinsic motivation which is a common characteristic in adult learning
  • In Project Based Learning, students work in groups to solve challenging problems that are authentic and often interdisciplinary. Learners decide how to approach a problem and what activities to pursue.
  • Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage student work.
  • It is defined as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes.
  • goals, the process, and the learner
  • Advantages/Strengths: Integrated with daily routines Triggered by an internal or external motivation An inductive process of reflection and action Linked to learning of others
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?"
Diane Gusa

Models and Theories of Online Facilitation by Jason Shaw on Prezi - 0 views

prezi.com/...heories-of-online-facilitation

prezi theories online facilitation models

shared by Diane Gusa on 26 Jun 13 - No Cached
  • Diane Gusa on 26 Jun 13
     
    "ason Shaw, April 15, 2013, Royal Roads University, MALAT, LNRT505, Assignment 3: Reflections on the Online Facilitation Experience"
Diane Gusa

OLDaily ~ by Stephen Downes - 0 views

www.downes.ca/OLDaily.htm

blog e-learning technology web2.0 downes

shared by Diane Gusa on 17 Jul 12 - Cached
  • Diane Gusa on 17 Jul 12
     
    "solitary self-reflection can lead to deceiving oneself through viewing oneself solely through the lens of one's own self-beliefs and assumptions."
Diane Gusa

Learnlets » Reimagining Learning - 0 views

blog.learnlets.com/?p=2567

learning portfolios

shared by Diane Gusa on 12 Jun 12 - No Cached
  • a learning experience as a series of activities, not a progression of content.  
  • content is accessed on the basis of the activities, not the other way around. Also, the activities produce products, and also reflections.
  • make your thinking visible
  • ...1 more annotation...
  • reflections or cognitive annotations
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.
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 
  • ...1 more annotation...
    • 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

Motivating Introverted Students to Excel in the Classroom | Concordia University - Port... - 0 views

education.cu-portland.edu/...ents-to-excel-in-the-classroom

motivating introvert

shared by Diane Gusa on 01 Jul 13 - No Cached
  • Mixing social activities with reflective time gives these learners the chance to decompress and process the information. With too much stimulation, they easily become overwhelmed and shut down.
    • Diane Gusa
      Diane Gusa on 01 Jul 13
       
      I worry that my pedagogy of multiple activities shut down my more introverted student.
  • Extroverted students verbally answer every question, participate in group discussions and thrive at oral reports. They often get in trouble because they talk before they think or when they should be listening. On the other hand, introverted students enjoy solo or small group projects. They often write clear essays and rarely volunteer to answer questions in class.
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"
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.
  • ...19 more annotations...
  • 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

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.
  • ...22 more annotations...
  • 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

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

Ali's blog - 3 views

deleo103.edublogs.org

shared by Diane Gusa on 18 Jun 12 - No Cached
    • Diane Gusa
      Diane Gusa on 16 Jul 12
       
      Hi Ali, You need to still tag and categorize before leaving this class! Category would be for this post Module 3. Tags are important because this helps people read your posts for the information. Your tags for this blog are incorrect. Tags are like keywords. What tags do you think this blog should have?
    • Diane Gusa
      Diane Gusa on 27 Jul 12
       
      The teacher who inspired me was in college. I was first inspired by her deep knowlege, her humaness, and finally her reaching out to me, a very shy student.
    • Diane Gusa
      Diane Gusa on 27 Jul 12
       
      You speak of literacy skills, but not attitudes...the love of reading, the power of writing, reflective thinking.
  • ...7 more annotations...
  • First of all, the learning theory is a process that unites the cognitive, emotional and environmental influences and experiences for acquiring, or making changes in one’s knowledge, skills and values.
    • Diane Gusa
      Diane Gusa on 27 Jul 12
       
      Love this definition. Is it yours or do you need to contribute this to someone?
    • Diane Gusa
      Diane Gusa on 27 Jul 12
       
      So the learning theory is multiple intelligence. What about the other theories? Behaviorism=gold stars, working in groups=constructivism etc.
    • Diane Gusa
      Diane Gusa on 27 Jul 12
       
      I disagree here. Effort is important to learn, but inefficent effort that does not lead to outcomes stated in the objectives need to be adhered to.
  • I would never fail anyone unless they really did not put any effort into the class. As long as you put the effort in and tried your hardest, you would do well in my class.
  • Carol’s post
  • Nicole’s discussion
Alexandra DeLeo

Constructivism as a Paradigm for Teaching and Learning - 0 views

www.thirteen.org/...index.html

shared by Alexandra DeLeo on 21 Jun 12 - Cached
  • It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
  • Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners."
  • constructivism does not dismiss the active role of the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts.
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...shachar_0610.htm

studentcenteredlearning online learning elearning

shared by Doris Stockton on 20 Jun 13 - Cached
  • 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.
  • 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%
  • 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.
  • ...4 more annotations...
  • While distance learning in higher education may have been looked down upon two decades ago, it has clearly become well accepted and gained legitimacy over the past decade. Students, universities, and employers no longer differentiate between university degrees earned traditionally or online. In many cases, universities offer the same degrees traditionally and online while the final diploma does not even mention the mode of delivery. The improvements of technology, the widespread Internet access, the increased legitimacy of online learning within established universities and employers, and the increased participation of adult learners in higher education with clear preferences toward learning anytime and anywhere will further drive future improvements in the quality of distance learning programs. Traditional programs suffered irreparable damages during periods of economic downturns (the post dot com era in 2000-2002 and the major economic recession from 2007-2009), their levels of support have eroded substantially, and their quality did not improve at the same levels as online programs.
  • Therefore, one should not be surprised if the gap in academic performance between online and traditional learning will only widen in the next decade.
  • The findings of this study reemphasize prior results and extend it for a period of twenty years. It is clear that the experimental probability of attaining higher learning outcomes is greater in the online environment than in the face-to-face environment. This probability is increasing over time.
  • The paradigm of the superiority of the FTF modality over its distance learning alternative has been successfully negated. The distance learning approach is becoming the “normal science” (Kuhn, 1962). Yet, this is not fully comprehended by the various decision making institutions where the gate-keeping positions represent, by and large, the past paradigm. Therefore, distance learning is still treated as the anomaly (“step child”) instead of as the emerging standard of quality in higher education. We expect that as a new generation of leaders in higher education emerges, the policy making orientation and regulatory models will change to reflect the new paradigm.
1 - 20 of 20
Showing 20▼ items per page