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
Bringing Life to Online Instruction with Humor - 1 views
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Of the personal dimensions of teaching, humor is the most human of them all. T
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Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
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Visual Understanding Environment - 0 views
My Library - 0 views
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-Drawing upon knowledge learned in class not through multiple choice but through essay. (using visual with the writings to edit our thoughts on what was learned -#1 and #9 from Best Practice reading) -Using discussion to vividly express what was going on in history (communication and interaction) (#7 of Best Practice reading)
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learningtheories- - 0 views
Teaching and Online Learning | EDU 300 - 0 views
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Did you take the quiz to see what styles you are. Go to http://bit.ly/126iLiL and take the 44 question survey.
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I then decided that she would not give us an assignment if there was not something that we could learn from it.
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Technology and Education Online Discussion Forums: It's in the Response - 0 views
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participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
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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.
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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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Cognitive Load Theory - 0 views
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Learning requires a change in the schematic structures of long term memory and is demonstrated by performance that progresses from clumsy, error-prone, slow and difficult to smooth and effortless. The change in performance occurs because as the learner becomes increasingly familiar with the material, the cognitive characteristics associated with the material are altered so that it can be handled more efficiently by working memory
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information contained in instructional material must first be processed by working memory
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Specific recommendations relative to the design of instructional material include: Change problem solving methods to avoid means-ends approaches that impose a heavy working memory load, by using goal-free problems or worked examples. Eliminate the working memory load associated with having to mentally integrate several sources of information by physically integrating those sources of information. Eliminate the working memory load associated with unnecessarily processing repetitive information by reducing redundancy. Increase working memory capacity by using auditory as well as visual information under conditions where both sources of information are essential (i.e. non-redundant) to understanding.
Agile Learning Design: Periodic Table - 0 views
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