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Kristie Rushing

A MOOC Delusion: Why Visions to Educate the World Are Absurd - WorldWise - The Chronicl... - 1 views

chronicle.com/...32599

shared by Kristie Rushing on 17 Jul 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 17 Jul 13
       
      Great atricle aginst MOOC's. The author makes some great points.
  • values that characterized the discipline of writing studies, as well as those of higher education in general in the United States.
Kristie Rushing

What is Blended Learning? - Web Learning @ Penn State - 1 views

weblearning.psu.edu/...what_is_blended_learning

shared by Kristie Rushing on 15 Jul 13 - Cached
    • Kristie Rushing
      Kristie Rushing on 15 Jul 13
       
      blended learning
Kristie Rushing

Open Access Learning Environments - 1 views

www.westga.edu/...mentor101.htm

shared by Kristie Rushing on 15 Jul 13 - Cached
    • Kristie Rushing
      Kristie Rushing on 15 Jul 13
       
      Great article on open access
Kristie Rushing

50 Education Technology Tools Every Teacher Should Know About - Edudemic - 1 views

www.edudemic.com/...very-teacher-should-know-about

shared by Kristie Rushing on 14 Jul 13 - No Cached
    • Kristie Rushing
      Kristie Rushing on 14 Jul 13
       
      I have been feeling so overwhelmed thinking aobut what technology is the most benifical to use in online learning. This article has 50 technology tools that can be used in online learning. I have decided that we don't have to emplement every tool out their but it is important to use technology in online learning.
Diane Gusa

A Primer on Three "gogies" #pedagogy #heutagogy #andragogy | Etale - Life in the Digita... - 1 views

etale.org/...s-pedagogy-heutagogy-andragogy

shared by Diane Gusa on 11 Jul 13 - No Cached
  • Diane Gusa on 11 Jul 13
     
    "It is an especially relevant approach in the digital age, given the vast amount of content and resources available to anyone with a device and Internet access. Given so much information, how can people learn to leverage these resources to engage in lifelong learning? "
Diane Gusa

POT Cert Week 19: promoting self-determination with web-enhanced teaching and learning ... - 0 views

learningcreep.wordpress.com/...-teaching-and-learning-potcert

shared by Diane Gusa on 11 Jul 13 - No Cached
  • Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences.
    • Diane Gusa
      Diane Gusa on 11 Jul 13
       
      Personal learning network tools
  • eLearning and Digital Cultures MOOC
  • gave learners access to resources on the open Web, and then for the final assessment, encouraged learners to submit a digital artefact created on a Web application of their choice.
Diane Gusa

New Collection - 0 views

www.marqueed.com/...55357

collection organize

shared by Diane Gusa on 10 Jul 13 - No Cached
  • Diane Gusa on 10 Jul 13
     
    "+"
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.
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