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Karin Bogart

Integrate iPads Into Bloom's Digital Taxonomy With This 'Padagogy Wheel' | Edudemic - 0 views

www.edudemic.com/...onomy-with-this-padagogy-wheel

shared by Karin Bogart on 29 Jun 13 - No Cached
    • Karin Bogart
      Karin Bogart on 29 Jun 13
       
      Very cool tool!
Tiffany King

Assessing teaching presence in a computer conferencing context (Terry Anderson) - Acade... - 1 views

athabascau.academia.edu/..._computer_conferencing_context

teacher presence learning online teaching

shared by Tiffany King on 16 Jul 12 - No Cached
  • “it is the teacher’s responsibility to precipitate andfacilitate learning that has purpose and is focused on essential concepts and worthwhile goals”
  • However, it is only through active interventionof a teacher that a powerful communications tool such as collaborative computer conferencing[11], or cooperative learning [12] becomes a useful instructional and learning resource.
  • We concur with Laurillard, Stratfold, Lukin, Plowman and Taylor [17] that the teacher’s task is to create anarrative path through the mediated instruction and activity set such that students are aware of theexplicit and implicit learning goals and activities in which they participate.
Diane Gusa

WebTools4u2use - Social Bookmarks - 0 views

webtools4u2use.wikispaces.com/Social+Bookmarks

socialbookmarking web2.0 Technology tools

shared by Diane Gusa on 07 Jun 12 - Cached
  • Diane Gusa on 07 Jun 12
     
    "Social bookmarking is a method for Internet users to store, organize, search, and manage bookmarks of web pages on the Internet with the help of metadata." ( Wikipedia"
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

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.
Diane Gusa

What Is Education For? - 0 views

www.context.org/orr

education learning purpose myth

shared by Diane Gusa on 14 Jun 12 - No Cached
  • Ignorance is not a solvable problem, but rather an inescapable part of the human condition.
  • Fifth, there is a myth that the purpose of education is that of giving you the means for upward mobility and success.
  • The plain fact is that the planet does not need more "successful" people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form.
  • ...9 more annotations...
  • "Our culture does not nourish that which is best or noblest in the human spirit. It does not cultivate vision, imagination, or aesthetic or spiritual sensitivity. It does not encourage gentleness, generosity, caring, or compassion. Increasingly in the late 20th Century, the economic-technocratic-statist worldview has become a monstrous destroyer of what is loving and life-affirming in the human soul."
  • First, all education is environmental education.
  • The goal of education is not mastery of subject matter, but of one’s person.
  • MBAs, educated in the tools of leveraged buyouts, tax breaks, and capital mobility have done what no invading army could do: they destroyed an American city with total impunity on behalf of something called the "bottom line." But the bottom line for society includes other costs, those of unemployment, crime, higher divorce rates, alcoholism, child abuse, lost savings, and wrecked lives. In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community.
  • we cannot say that we know something until we understand the effects of this knowledge on real people and their communities
  • knowledge carries with it the responsibility to see that it is well used in the world.
  • nd the power of examples over words.
  • the way learning occurs is as important as the content of particular courses.
  • Campus architecture is crystallized pedagogy that often reinforces passivity, monologue, domination, and artificiality
Diane Gusa

Langwitches Blog | Archive | Social Bookmarking - 3 views

langwitches.org/...social-bookmarking

blog bookmarking social

shared by Diane Gusa on 07 Jun 12 - No Cached
  • Remember that it is NOT about the tools we use with our students, but the skills we are exposing them to and want them to get proficient in.
    • Diane Gusa
      Diane Gusa on 09 Jun 12
       
      This is an important point!
Diane Gusa

Everything You Need to Know About Web 2.0 - 6 views

www.techsoup.org/web2

collaboration web2.0 technology pedagogy elearning

shared by Diane Gusa on 23 Jun 12 - No Cached
  • . On this page, you'll find articles on a variety of Web 2.0 tools and technologies. We'll continue to update this page, so be sure to check back to learn about the latest technologies for your organization. What is Web 2.0 Anyway?
  • carol filanova on 26 Jun 12
     
    Thanks for thinking of us. loved it! Carol
anonymous

Connecting Dots - 5 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...

started by anonymous on 25 Feb 14 no follow-up yet
anonymous

Connecting Dots - 3 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that “More time spent online does not necessarily increase learning”. Annalie Killian ...

EDU#300

started by anonymous on 16 Mar 14 no follow-up yet
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