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Contents contributed and discussions participated by Diane Gusa

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Diane Gusa

Mind on Fire - 0 views

net.educause.edu/...ERM0811.pdf

web2.0 Educause e-learning collaboration

shared by Diane Gusa on 12 Jun 12 - No Cached
  • Diane Gusa on 12 Jun 12
     
    Open Education, the Long Tail, and Learning 2.0 The most profound impact of the Internet is its ability to support and expand the various aspects of social learning.
Diane Gusa

User:Arided/ParagogyPaper - Wikiversity - 0 views

en.wikiversity.org/...ParagogyPaper

communities of practice

shared by Diane Gusa on 12 Jun 12 - No Cached
  • 1. Context as a decentered center. "For learning design in a peer-to-peer context, understanding the learner's self-concept -- in particular, whether they see themselves as self-directed or not -- may be less important than understanding the concept of 'shared context in motion'." (See "Paragogy and basho", below.) 2. Meta-learning as a font of knowledge. "We all have a lot to learn about learning." 3. Peers are equals, but different. "The learner mustn't seek only to confirm what they already know, and must therefor confront and make sense of difference as part of the learning experience." 4. Learning is distributed and nonlinear. "Side-tracking is OK, but dissipation isn't likely to work. Part of paragogy is learning how to find one's way around a given social field." 5. Realize the dream, then wake up! "Paragogy is the art of fulfilling motivations when this is possible, and then going on to the next thing."
  • shared context in motion.
  • Knowledge creation in schools is the creation of knowledge by students for their own use. [
  • ...4 more annotations...
  • basho ("shared context in motion") can help us think about how a context constrains or supports different types of (inter-)actions, and also about how we (re-)shape the contexts we find ourselves in.
  • the modules must be small in size (noting that heterogeneous granularity will allow people with different levels of motivation to collaborate by contributing smaller or larger grained contributions);
  • The view of fluid social contexts advanced by Engestrom as a move beyond the traditional "communities of practice" view is quite compatible with the most famous peer production virtue, freedom (cf. ), which is what allows people to function in a distributed and nonlinear fashion relative to a learning or production "ecosystem". Star and Griesemer[16], on whom Wenger drew heavily as he was developing the idea of community of practice[17], describe their view as "ecological". One key difference between Star/Wegner on the one hand and Engestrom on the other has to do with the nature of boundaries. In the community of practice view, boundary objects exist to effect translations or initiations. In Engestrom's view, attention is drawn to boundaries that remain in flux (via an ongoing process of co-configuration) or which are blurred (e.g. by a blurring of consumer and producer roles).
  • e encourage the research community to test our ideas in practice of various forms. Some ideas for paragogical design include: Establish a group consensus for expectations/goals/social contract of the course and how each of them should be evaluated at its conclusion. Have learners designate learning goals that they then commit to stick with. Formalize a process for assisting peers (e.g. responding to questions, giving feedback on publicly posted work). Develop explicit pathways for learner feedback to translate into changes to the learning environment
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.
Diane Gusa

Learnlets » Reimagining Learning - 0 views

blog.learnlets.com/?p=2567

learning portfolios

shared by Diane Gusa on 12 Jun 12 - No Cached
  • a learning experience as a series of activities, not a progression of content.  
  • content is accessed on the basis of the activities, not the other way around. Also, the activities produce products, and also reflections.
  • make your thinking visible
  • ...1 more annotation...
  • reflections or cognitive annotations
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.
Diane Gusa

Adaptive Web-Based Learning for Students with Diverse Backgrounds: Case Study in a Intr... - 0 views

www.cs.odu.edu/...spiral.html

learning

shared by Diane Gusa on 10 Jun 12 - No Cached
  • Diane Gusa on 10 Jun 12
     
    "The objectives of the spiral model are to support exploration of the subject matter based on competency, personal preference, interest and background to any depth without requiring the instructor to define explicit navigational paths. The model provides for flexible navigation of the subject matter in order to match a particular student's background and to adapt the presentation of the subject material to that student. The instructor provides a road map and a set of goals, which guides the student's exploration. The subject matter and learning tasks are organized around the integration of a set of skills needed to solve problems at different levels of understanding."
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