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Diane Gusa

Teaching Today | How-To Articles | Social Bookmarking - 1 views

teachingtoday.glencoe.com/...social-bookmarking

socialbookmarking teaching technology web2.0

shared by Diane Gusa on 07 Jun 12 - Cached
  • A social bookmarking site provides a way for students or teachers to save all of their links in one place on the Internet. These links are saved with one or more tags to help find the site in the future.  
  • According to Netcraft, there are more than 100 million Web sites on the Internet. Between 3 to 4 million new Web sites are added every month. How do educators keep this information organized? How do educators and students plod through this morass and separate the good from the bad and the ugly? Social bookmarking provides one way for users to get control of this information.
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

The Digital Learning People | e-Learning through blogging - 0 views

toponlineuniversityreviews.com/blog

learning blogging

shared by Diane Gusa on 19 Jun 12 - No Cached
  • Top 50 Blogs for e-Learning Tools and Tips
  • Top 50 Blogs for e-Learning Tools and Tips
  • 25 Excellent Social Media Sites for Teachers
  • Diane Gusa on 19 Jun 12
     
    carol's site
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"
Tiffany King

WPI Teaching with Technology Collaboratory - Improving Your Teaching Presence in Distan... - 0 views

www.wpi.edu/...instructorpres.html

teacher presence introduction video online learning

shared by Tiffany King on 16 Jul 12 - Cached
  • Tips for Increasing Instructor Presence in your Distance Learning Course
  • Record an introductory video for the first week of the course introducing yourself, your teaching style, student expectations and goals for the course. Contact the ATC to schedule a time for recording your video. Start off each week with a brief personalized note detailing your learning objectives for the lesson and what assignments or tasks need to be done for the week. If relevant, include a personal anecdote or a brief comment on a current event. An example would be to welcome students back for a new semester or from the midterm break. This can be done easily in myWPI by Adding an item at the top of your folder and typing your note in the text box. Incorporate your own voice by narrating your PowerPoint slides or other on-screen materials with Camtasia Studio. For written materials, try a more natural and conversational tone.
  • Show your presence by checking in to the website as often as possible and leave timely "evidence" that you have been there such as posting new announcements or discussion board postings. For example, if you only post every other week the students may feel that the course site has been "abandoned." Set expectations at the beginning of the course for your students of how often you will be checking in and your response time. Share information with your distance learners that will help them in their careers, just as you would with on-campus students. For example, post links to articles or current job postings in your industry to the Announcements area.
  • ...2 more annotations...
  • Make your course site as organized, clear, and easy to navigate as possible
  • Post your weekly folders in reverse order so that the current weekly folder is at the top of the list and easy to find.
Diane Gusa

Meet Pinterest « intellitrends - 0 views

intellitrends.wordpress.com/...meet-pinterest

social bookmarking

shared by Diane Gusa on 07 Jun 12 - No Cached
  •  Pinterest is a social booking marking site (a.k.a. an online bulletin board!) where people can “pin” their favorite things; anything from fashion and home décor to fitness tips and recipes.  Pinterest began as an invite only site, but users are rapidly multiplying, with women currently making up 58% of all traffic.
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...abstracts.htm

studentcenteredlearning elearning online learning

shared by Doris Stockton on 21 Jun 13 - No Cached
  • Doris Stockton on 21 Jun 13
     
    Several articles on this site are applicable to online learning and teaching.  I found several to use for my Speak out discussion forum.
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

EDUC 300: Pedagogy and Tech Online Learning | Just another Edublogs.org site - 0 views

sumayasimmons.edublogs.org

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      I will show you how. I did one but it disappeared.
  • Another way to open to the channels communication is if we email another student once a week to see how they are doing.
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      email another student once a week - I love this idea!
Diane Gusa

EDU 300 | Just another Edublogs.org site - 0 views

kristierushing98.edublogs.org

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      please fix your side bar.
  • There is other learning styles besides the three that we are familiar with these learning styles have to do with how individuals process information
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      Did you take the learning style test, to discover your other learning styles? http://bit.ly/126iLiL
Diane Gusa

Just another Edublogs.org site - Kelly Stevens - 0 views

kstevens2514gmailcom.edublogs.org

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      I have found that my freshman "enjoy" lectures, because they don't have to do the work of learning. What do you think?
Diane Gusa

Optimist | Just another Edublogs.org site - 0 views

posso100.edublogs.org

shared by Diane Gusa on 29 Jun 13 - No Cached
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      I am curious about this terminology. It feels to me that you are describing teacher-centered pedagogy while Andragogy is more student-centered. What do you think?
  • een with a Google Trends analysis
    • Diane Gusa
      Diane Gusa on 29 Jun 13
       
      This is interesting
Diane Gusa

EDUC 300 | Just another Edublogs.org site - 0 views

rowena12.edublogs.org

shared by Diane Gusa on 16 Jul 12 - No Cached
    • Diane Gusa
      Diane Gusa on 16 Jul 12
       
      Where is your blog. Remember, our agreement is that you would not miss any assignments!
    • Diane Gusa
      Diane Gusa on 17 Jul 12
       
      Rowena, you did not use the rubric.
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").
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