The affective domain is critical for learning but is often not
specifically addressed. This is the domain that deals with
attitudes, motivation, willingness to participate, valuing what
is being learned, and ultimately incorporating the values of a discipline
into a way of life. Stages in that domain are not as sequential
as the cognitive domain, but have been described as the following:
Receiving (willing to listen)
Responding (willing to participate)
Valuing (willing to be involved)
Organizing (willing to be an advocate)
Characterization (willing to change one’s
behavior, lifestyle, or way of life)
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Learning Domains - 1 views
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Videos and audio clips are also excellent ways to engage the affective domain. These should be short and may include the following: Former students giving tips on how to be successful The instructor informing the students of the value of the course Professionals who are using the knowledge from the course in their lives An overview of the program with key support personnel and facilities visible to the student Streaming audio files throughout the course encouraging students and providing helpful tips Short video clips of the instructor explaining course content
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Sign In - 3 views
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New to Animoto? It's quick, it's easy, and you'll be making your first video in about 30 seconds. Create a new account.
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Ali's blog - 3 views
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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?
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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.
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You speak of literacy skills, but not attitudes...the love of reading, the power of writing, reflective thinking.
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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.
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Love this definition. Is it yours or do you need to contribute this to someone?
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So the learning theory is multiple intelligence. What about the other theories? Behaviorism=gold stars, working in groups=constructivism etc.
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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.
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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.
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Carol’s post
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Nicole’s discussion
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Using Online Icebreakers To Promote Sutdent/Teacher Interaction - 3 views
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http://www.instructionaldesignhub.com/cognitivepresence2005.pdf - 3 views
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Langwitches Blog | Archive | Social Bookmarking - 3 views
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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.
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College@Home Blog: 100 Helpful Web Tools for Every Kind of Learner - 2 views
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With Quia, you'll be able to create your own online quizzes and educational games to help you study your materials in a more interactive fashion.
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Teachertube is a great place to find instructional videos on just about everything. You can learn about the formation of mountains, world history and economics on this useful educational site.
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Carol's EDU210/300 Blog | 2012 | July - 3 views
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What a beautiful page Carol! Mike Fortune is from my class last year, but I thought his blog is a another good example what we can do with blogging. You forgot this is also a synthesizing blog, where are your sharing of what your classmates taught you? Your blog voice has really developed, don't you think?
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different learning environments
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practice learning.
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I do not believe that a student thrives on just one theory.
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the importance of being balanced, mentally, physically and spiritually.
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Thank you, I'm still trying to figure diigo out and I'll have to play with it over the rest of the summer. I love Mike's blogging style, I'll have to take some lessons from him.
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How to Use Twitter in the College Classroom - 2 views
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A user can be totally anonymous if that is their wish. This is an added bonus because as an instructor I would never want to involve my students in an activity that could cause them harm or make them feel uncomfortable in any way.
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Use Twitter as an Announcement Board.
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hey could just always have the Twitter in the background when they are at home and just look at it from time to time.
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Web-Pages. One of the best and most useful features of Twitter is the ability to post URL links in your Tweets
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Use Twitter to Ask Questions.
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Use Twitter to Connect Students
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The student did not sign up for an online course and those boundaries must be respected
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Don't mix Personal Twittering with Classroom Twittering
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Do "Block" users who try to Follow your Tweets and are not your students. Most people on Twitter are trying to sell something.
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Do Tweet often
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Do keep your Twitter page Public. Th
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Do include a blurb on netiquette in your course Syllabus.
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Do Tweet on topics related to the course
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In fact you should probably Tweet daily. Just
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Do keep your Tweets professional.
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Do delete non-fact related Tweets between semesters
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Do Re-Tweet your updates.
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An absolutely riveting online course: Nine principles for excellence in web-based teach... - 2 views
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Principle 1: The online world is a medium unto itself.
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Principle 2: In the online world content is a verb.
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Principle 3: Technology is a vehicle, not a destination.
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Principle 4: Great online courses are defined by teaching, not technology.
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Principle 5: Sense of community and social presence are essential to online excellence.
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Principle 6: Excellence requires multiple areas of expertise.
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Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
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Principle 8: Excellence comes from ongoing assessment and refinement.
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Principle 9: Sometimes the little extras go a long way.
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Illeris's Three Dimensions of Learning Model | eAdultEducation.org - 1 views
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Andragogy,
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other models that also propose perceptions into how adults learn.
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cognitive dimension i
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emotional dimension
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feelings and motivation.
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sociality
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participation, communication, and cooperation.
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knowledge and skills
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learning_theories_full_version - 1 views
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
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The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
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The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
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The following tutorial consists of five learning modules. Each module describes a learning theory and how that learning theory can be applied to improving online teaching and training materials. Each module features: a description of a well known learning theory; a practical example of how the theory and related strategies can be applied to a particular instructional objective or web-design problem; and a list of related pedagogical and web-design strategies as researched in the literature. This tutorial has been designed for MDDE 621 students studying in the Masters of Distance Education program at Athabasca University.
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The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
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The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learn
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EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles.
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EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles
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The primary significance of this hierarchy is to provide direction for instructors so that they can "identify prerequisites that should be completed to facilitate learning at each level" (Kearsley 1994a). This learning hierarchy also provides a basis for sequencing instruction. Gagne outlines the following nine instructional events and corresponding cognitive processes (as cited in Kearsley 1994a): gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization)
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EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles.
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EXAMPLE The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle (example from Kearsley 1994a). Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create equilateral Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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Gagne also contends that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition response generation procedure following use of terminology discriminations concept formation rule application problem solving
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Simplify navigation.
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Create effective menus.
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Include indexes, table of contents, and search capabilities.
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Pedagogical Practices and Practical Web-Design Strategies
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Clearly identify content with appropriate headings and titles.
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Place most important information on the top-left. Important information should go to the top-left.
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Web is (Fahy 1999, 181-182): Easy to get lost in (users can get confused bouncing around from one link to the next) Unstructured Non-interactive (although this is changing) Complex (the amount of information on the Web is mind-boggling) Time-consuming (because it is non-linear and invites exploration. NOTE: Research by Thaler [1997, as cited in Fahy 1999, 181] shows that "employees in a 1997 survey reported spending an average of 90 minutes per day visiting sites unrelated to their jobs").
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Learning Styles and Thinking Styles - 1 views
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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...").
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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?
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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).
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Digital Teaching Skills | TomMarch.com / ozline.com - 1 views
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shared by Tiffany King on 09 Jul 12
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12 Twitter Tools Every Educator Must Know about - 1 views
www.educatorstechnology.com/...ools-every-educators-must.html
twitter tools education socialmedia edtech
shared by Tiffany King on 09 Jul 12
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cognitive presence | Instructional Design Fusions - 1 views
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Web 2.0 tools
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important impacts
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Cognitive presence
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Web 2.0 tools have an impact on developing cognitive presence because it helps exploration across multiple domains, integrate different tools using technology (concept mapping, etc) and you can achieve solutions easily at any time and place
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Exploration
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Integration
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Solutions
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Teaching Today | How-To Articles | Social Bookmarking - 1 views
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A social bookmarking site provides a way for students or teachers to save all of their links in one place on the Internet. These links are saved with one or more tags to help find the site in the future.
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According to Netcraft, there are more than 100 million Web sites on the Internet. Between 3 to 4 million new Web sites are added every month. How do educators keep this information organized? How do educators and students plod through this morass and separate the good from the bad and the ugly? Social bookmarking provides one way for users to get control of this information.
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