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Tiffany King

A Few Thoughts on Cognitive Overload - 0 views

interactivity.ucsd.edu/...published.html

cognitive education learning

shared by Tiffany King on 01 Jul 12 - Cached
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • ...7 more annotations...
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies.
  • two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Supply-Related Overload Following modern conventions we can distinguish two forms of information supply. Pushed information is information arriving in our workspace over which we have little short term control – the memos, letters, newspapers, email, telephone calls, journals, calendars etc. that land in one of our inboxes. Pulled or retrievable information is information we can tap into when we want to find an answer to a question or acquire background knowledge on a topic. We have greater control over pulled information in that we intentionally seek it. But it resides in vast repositories such as libraries, online journals, filing cabinets, newspapers, archived discussion groups, our own email and of course the web.] At a more interactive level, discussions with colleagues and chat requests in discussion are additional examples. Both of these types of information are part of the great supply of information that we must decide whether, how and when to use.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Tiffany King on 01 Jul 12
     
    Article on cognitive overload
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.
  • 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.
  • ...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.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • 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)
  • 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.
  • 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).
  • 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.
  • 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.
  • Identify additional equipment or materials needed and sources.
  • "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."
  • 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.
Nicole Frescura

Encouraging Critical Thinking in Online Threaded Discussions (Bridget Arend 2009) - 0 views

www.thejeo.com/...Arendpaper.pdf

discussion forums best practices

shared by Nicole Frescura on 22 Jun 12 - No Cached
  • Diane Gusa on 22 Jun 12
     
    This article presents qualitative data from a mixed-method study that explores how asynchronous discussions within online courses influence critical thinking among students. In this study, online discussions were related to higher levels of critical thinking, but qualitative data indicate that the way discussions are used and facilitated is vital for encouraging critical thinking. Online discussions typically have the purpose of creating a space and time for informal, open-ended thinking to occur. Critical thinking appears to be best encouraged among students when a more consistent emphasis is placed on the discussions, and when instructor facilitation is less frequent but more purposeful
Tiffany King

Learning Styles and Thinking Styles - 1 views

www.targetlearning.net/learningstyles.html

learning learning styles styles thinking

shared by Tiffany King on 09 Jul 12 - No Cached
  • THINK ABOUT IT Scenario     Thinking Style       Planning a "Road Trip"   Linear Thinkers will plan out every detail of the trip                                   (i.e. location of gas stations, roads to travel, items to bring, etc.). Global Thinkers will get in the car and drive.         Assembling Furniture, Toys or Electronics   Linear Thinkers will lay out all the parts (neatly), and read the instructions                           carefully before starting the assembly. Global Thinkers will look at a picture of the assembled product, and then try to                           put it together like a jigsaw puzzle                                     (i.e. "this piece looks like it fits here, this piece goes over here...").  
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      I startedd laughing when I read this, linear thinkers will plan out every detail of the trip. This is so me I write list for everything and check them off, I happen to be planning a birthday party tonight for family and I have started checking off the list for todays activities, I started the list days ago in preparation for today. I guess I am linear. What are you?
  • So, you should also try to recognize the learning and thinking style of the people you speak (or write) to.  Essentially, you need to hit the hot buttons of the people you communicate with (e.g. provide details to a linear thinker or describe the big picture to a global thinker).
  • Tiffany King on 09 Jul 12
     
    Learning styles
  • Diane Gusa on 09 Jul 12
     
    And I plan; but, I am always open to change my plans and take a detour! lol
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.
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  • 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

William Peirce Strategies for Teaching Thinking and Promoting Intellectual Development ... - 0 views

academic.pgcc.edu/...ttol.html

strategies thinking intellectual development interactivity

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Strategies for Teaching Thinking and Promoting Intellectual Development in Online Classes
  • utline I. Online Strategies for Teaching Thinking II. Online Strategies for Promoting Interactivity III. Transforming Students’ Minds: Promoting Intellectual development
Nicole Frescura

4 Tips for Reaching Training Introverts | Mindflash - 0 views

www.mindflash.com/...r-reaching-training-introverts

shared by Nicole Frescura on 05 Jul 12 - No Cached
  • try wording the question a little more provocatively, like: “How does your solution to the scenario differ from the recommended solution provided in the training?”
  • If you’re primarily an extrovert you’re outgoing, gregarious, friendly, and talkative – but you tend to bore easily
  • If you’re primarily an introvert, you’re less outwardly expressive and more likely to process your emotions and thoughts internally. You tend to embrace critical-thinking and you do more listening than talking – but your introspective ways may leave you feeling awkward in social or group settings
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  • a classroom trainer
  • working with introverts and extroverts is a little easier because you can observe the audience and adjust your delivery to suit their dynamics – using a little less talk here and a little more action there.
  • because introverts are more solitary, the self-guided nature of online training is actually a good fit for them
  • Introverts like to think first and talk later
  • focus on relevancy. Introverts respond to substance
  • keep the number of between lesson “pulse-check” questions to a minimum
  • Introverts disdain superficiality
  • keep scenarios realistic, succinct (get to the point!), and complex to up the engagement.
  • communicating relevancy and incorporating design features that show respect for the introvert’s preference for independent learning.
  • send your trainees a link to the quiz or survey a day or two after they take the module. This gives introverts more time to think about the lessons and how they apply on the job
  • Introverts prefer to write down their ideas
Doris Stockton

Best Practices in Teaching - The Center for Teaching and Faculty Development - 1 views

ctfd.sfsu.edu/best-practices-in-teaching.htm

shared by Doris Stockton on 18 Jun 13 - No Cached
    • Doris Stockton
      Doris Stockton on 18 Jun 13
       
      This addresses multiple learning styles, and how the teacher made materials accessible to all students. 
  • Students can use the website to refresh their knowledge before a quiz or test, or anytime or anywhere they’d like
  • “Think Aloud” is not only useful to language literacy, but a valuable tool for problem-solving and critical thinking within every discipline.
  • ...1 more annotation...
    • Doris Stockton
      Doris Stockton on 18 Jun 13
       
      I actually do this!  I thought I was the only one!
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?"
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

Bringing Life to Online Instruction with Humor - 1 views

radicalpedagogy.icaap.org/...shatz.html

humor_online_learning module 4 assignment learning humor

shared by Diane Gusa on 29 Jun 12 - Cached
  • Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
  • Of the personal dimensions of teaching, humor is the most human of them all. T
  • Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
  • ...18 more annotations...
  • simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
  • e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
  • The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
  • Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
  • e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
  • journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
  • nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
  • Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
  • For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
  • We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
  • use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
  • For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
  • the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
  • The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
  • The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
  • several ways that instructors can enhance visual humor for the online environment
  • ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
  • For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
  • Diane Gusa on 29 Jun 12
     
    Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
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
Diane Gusa

Pedagogy Does Matter! - 0 views

www.fno.org/pedagogy.html

shared by Diane Gusa on 30 May 13 - Cached
  • Uniform, regimented teaching of carefully scripted lessons is heralded as the silver bullet to turn around the performance of disadvantaged children, even though we have mounting evidence that much of the data to support so-called "miracles" is doubtful. (See "Cooking the Education Books? Enron Accounting?" at http://www.nochildleft.com/2003/sum03wmd.html and "Fuzzy Math, Fuzzy Reading and Fuzzy Science" at http://www.nochildleft.com/2003/apr03fuzzy.html).
    • Diane Gusa
      Diane Gusa on 30 May 13
       
      Do you think an instructor can teach an online course with someone else's pedagogy?
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