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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.
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.
Nicole Frescura

Constructivist Theory - 0 views

www.instructionaldesign.org/...constructivist.html

knowledge mental scheme active learning

shared by Nicole Frescura on 18 Jun 12 - No Cached
  • Nicole Frescura on 18 Jun 12
     
    Jerome Bruner's theoretical framework that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
Diane Gusa

Adult Learning Theory and Principles - 0 views

www.qotfc.edu.au/resource

learning Knowles adult_learning

shared by Diane Gusa on 24 Jun 13 - No Cached
  • equality between the teacher and learner.
  • Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student.
  • Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts
  • ...3 more annotations...
  • Lead the student toward inquiry before supplying them with too many facts.
  • Provide regular constructive and specific feedback (both positive and negative),
  • Acknowledge the preferred learning style of the student
Diane Gusa

Donald Clark Plan B - 0 views

donaldclarkplanb.blogspot.co.uk/search

learning theory

shared by Diane Gusa on 24 Jun 13 - No Cached
  • Diane Gusa on 24 Jun 13
     
    List of learning theorist
Diane Gusa

Week 21: Introduction to Online Education Theory « Pedagogy First! - 0 views

pedagogyfirst.org/wppf12

module 3 introduction online education pedagogy

shared by Diane Gusa on 24 Jun 13 - No Cached
  • this course can only touch the rapidly swirling surface of online teaching and learning. Each of us must then decide where and how we will more fully develop our knowledge and skills. For me, developing as an online learner / teacher feels like a balancing act between keeping an eye on the ever-changing surface while also finding a few places to dive deeper and more fully explore the complexities and possibilities
Nicole Frescura

Communities of practice - 0 views

www.ewenger.com/theory

community of practice online learning

shared by Nicole Frescura on 16 Jul 12 - No Cached
  • Nicole Frescura on 16 Jul 12
     
    from my Module 3 blog
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
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  • 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).
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.
cassandra siebold

JOTS v32n2 - The Pedagogy of Technology Integration - 3 views

scholar.lib.vt.edu/...okojie.html

technology pedagogy teaching

shared by cassandra siebold on 26 Feb 14 - No Cached
  • Using technology to enhance the educational process involves more than just learning how to use specific piece of hardware and software. It requires an understanding of pedagogical principles that are specific to the use of technology in an instructional settings…Pedagogy-based training begins by helping teachers understand the role of learning theory in the design and function of class activities and in the selection and use of instructional technologies. (pp. 2 and 6)
  • In a broad sense, technology integration can be described as a process of using existing tools, equipment and materials, including the use of electronic media, for the purpose of enhancing learning
  • When you go to the hardware store to buy a drill, you don’t actually want a drill, you want a hole, they don’t sell holes at the hardware store, but they do sell drills, which are the technology used to make holes. We must not lose sight that technology for the most part is a tool and it should be used in applications which address educational concerns. (p. 87)
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