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Diane Gusa

Nine Ways to Reduce Cognitive Load in Multimedia Learning - 1 views

edtechnewsletter.wikispaces.umb.edu/...oad+in+Multimedia+learning.pdf

multimedia learning cognitive load module 2

shared by Diane Gusa on 22 Jun 12 - No Cached
  • Diane Gusa on 22 Jun 12
     
    First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instruction.
Diane Gusa

Thoughts on Moving from Carnegie Report to TS article - 0 views

www.cites.illinois.edu/...persell_sociology_essay.htm

shared by Diane Gusa on 01 Jul 13 - No Cached
  • 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).
    • Diane Gusa
      Diane Gusa on 01 Jul 13
       
      What do you think of this suggestion?
Diane Gusa

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

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

blogs journals

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

http://www.tirfonline.org/wp-content/uploads/2012/12/TIRF_DDG_2010_Olesova_Final.pdf - 0 views

www.tirfonline.org/...IRF_DDG_2010_Olesova_Final.pdf

shared by Karin Bogart on 07 Jul 13 - No Cached
    • Karin Bogart
      Karin Bogart on 07 Jul 13
       
      Audio feedback is suggested to be very effective for EFL students.
Doris Stockton

JOLT - Journal of Online Learning and Teaching - 0 views

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

online learning teaching

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

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.
Diane Gusa

Should teachers embrace new technology? | My English Pages - 0 views

myenglishpages.com/...eachers-embrace-new-technology

teachers technology online learning pedagogy

shared by Diane Gusa on 07 Jun 12 - No Cached
  • Yes, we hardly master a technological tool that another version of it or another one is already in the market!! oufffff. Can you keep up with the pace??? You have to be both a marathon runner and sprinter at the same time What should  teachers do then to be able to follow the pace. The teachers who are themselves geeks are finding it so tiring, let alone those teachers who are reluctant to adapt to the new IT era.  How prepared are our educators? This is a legitimate question. A post by Andrew Marcinek describes this situation and suggests that teachers (and students) should be allowed to adapt to new tech at their own pace:
  • echnology now is everywhere. We don’t know where it will take us as teachers, but also as citizens of the world. It will surely help us build connections and provide new information even more faster; it will save us a lot of time searching for what we want. We cannot and should not miss the benefits. But we must also bear in mind that human beings are born to engage in real face-to-face warm interactions. Without this very characteristic which is exclusively human nothing can be gained!!!
Diane Gusa

Bruner's Model of the Spiral Curriculum | Reference.com Answers - 0 views

www.reference.com/...model-of-the-spiral-curriculum

spiral curriculum

shared by Diane Gusa on 10 Jun 12 - No Cached
  • Bruner's model of the spiral curriculum is an element of educational philosophy suggesting that students . should continually return to basic ideas as new subjects and concepts are added over the course of a curriculum.
  • The spiral curriculum theory revolves around the understanding that human cognition evolved in a step-by-step process of learning, which relied on environmental interaction and experience to form intuition and knowledge. In simpler terms, one learns best through the repeated experience of a concept.
Ilicia Kelly

TOOC - 4 views

In the age of technology, we still want a personal record of paper receipts and to have a copy that we can hold in our hand is a great new app! According to the reading in the Intro to Learning Tec...

learning web2.0 education EDUC300

started by Ilicia Kelly on 18 Mar 14 no follow-up yet
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).
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  • 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
  • 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).
  • 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)
  • 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.
  • 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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