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Nicole Frescura

Social Presence - Alexandra Pickett - 1 views

Alexandra Pickett is the Associate Director, SUNY Learning Network

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Nicole Frescura

Social Presence - 1 views

This is one of the first reading listed in Module 3.

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Nicole Frescura

Student perception of collaborative learning, social presence, and satisfaction - 1 views

"To better understand their perceptions of collaborative learning, social presence, and satisfaction, this study aims to analyze the experiences of learners in computer-mediated communication (CMC)...

Module 2

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Diane Gusa

Father Guido Sarducci's Five Minute University - YouTube - 1 views

www.youtube.com/watch

YouTube humor education

shared by Diane Gusa on 03 Jul 12 - Cached
  • Sarducci's Five Minute University
Diane Gusa

Education 210 - 0 views

tiffanysmiles.edublogs.org

shared by Diane Gusa on 18 Jun 12 - No Cached
    • Diane Gusa
      Diane Gusa on 18 Jun 12
       
      Hi Tiffany, I gave this just a quick look. You forgot to link and self assess. Do you want to fix this before I grade it?
    • Tiffany King
      Tiffany King on 18 Jun 12
       
      Yes, I am not sure why my links are not there I linked everything prior to posting this, also I would give myslf an A, where am I suppose to put this grade.
    • Diane Gusa
      Diane Gusa on 18 Jun 12
       
      Self Assessment is always at the end. Do you realize you can preview your page to make sure everything is right before you publis?
  • The use of two many learning styles at once can be confusing, cognitive overload.
    • Diane Gusa
      Diane Gusa on 02 Jul 12
       
      Tiffany I wished you developed this thought! I can see where you may be going, but then I can only guess.
  • ...2 more annotations...
  • <a href=”http://www.wordle.net/show/wrdl/5475618/Words_of_Module_2″ title=”Wordle: Words of Module 2″><imgsrc=”http://www.wordle.net/thumb/wrdl/5475618/Words_of_Module_2″ alt=”Wordle: Words of Module 2″style=”padding:4px;border:1px solid #ddd”></a>
    • Diane Gusa
      Diane Gusa on 02 Jul 12
       
      Tiffany, This is an embedded code, not a link.
Tiffany King

A Few Thoughts on Cognitive Overload - 0 views

interactivity.ucsd.edu/...published.html

cognitive education learning

shared by Tiffany King on 01 Jul 12 - Cached
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • ...7 more annotations...
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies.
  • two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Supply-Related Overload Following modern conventions we can distinguish two forms of information supply. Pushed information is information arriving in our workspace over which we have little short term control – the memos, letters, newspapers, email, telephone calls, journals, calendars etc. that land in one of our inboxes. Pulled or retrievable information is information we can tap into when we want to find an answer to a question or acquire background knowledge on a topic. We have greater control over pulled information in that we intentionally seek it. But it resides in vast repositories such as libraries, online journals, filing cabinets, newspapers, archived discussion groups, our own email and of course the web.] At a more interactive level, discussions with colleagues and chat requests in discussion are additional examples. Both of these types of information are part of the great supply of information that we must decide whether, how and when to use.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Many of the consequences of cognitive overload are well described in business studies. In 'Dying for Information? -- an investigation into the effects of information overload in the U.K and World-wide', [Waddington, 96] a 350 page report based on a survey of 1,313 junior, middle and senior managers in the U.K, U.S, Australia, Hong Kong and Singapore -- the key findings were: two thirds of managers report tension with work colleagues, and loss of job satisfaction because of stress associated with information overload. One third of managers suffer from ill health, as a direct consequence of stress associated with information overload. This figure increases to 43% among senior managers. Almost two thirds (62%) of managers testify their personal relationships suffer as a direct result of information overload. 43% of managers think important decisions are delayed, and the ability to make decisions is affected as a result of having too much information. 44% believe the cost of collating information exceeds its value to business.
  • Tiffany King on 01 Jul 12
     
    Article on cognitive overload
Diane Gusa

Students as Formative Assessment Partners - 0 views

www.facultyfocus.com/...-formative-assessment-partners

formative assessment students partners

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Browse Topics Faculty Focus Articles June 15, 2012 Students as Formative Assessment Partners
  • “Creating a climate that maximizes student accomplishment in any discipline focuses on student learning instead of assigning grades. This requires students to be involved as partners in the assessment of learning and to use assessment results to change their own learning tactics.” (p. 136)
  • Three-color group quiz
  • ...2 more annotations...
  • Midterm student conferencing
  • Assignment blogs
  • Diane Gusa on 01 Jul 12
     
    " Browse Topics Faculty Focus Articles June 15, 2012 Students as Formative Assessment Partners"
Diane Gusa

Taylor & Francis Online :: Formative assessment and self‐regulated learning: ... - 0 views

www.tandfonline.com/...03075070600572090

formative assessment principles higher education volume issue

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
  • can help students take control of their own learning, i.e. become self‐regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self‐regulation.
  • This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.
Diane Gusa

Building an Online Learning Community - 0 views

orange.eserver.org/...mcdowell_trunzo_vincent.html

e-learning

shared by Diane Gusa on 01 Jul 12 - Cached
  • Building an Online Learning Community
Diane Gusa

William Peirce Strategies for Teaching Thinking and Promoting Intellectual Development ... - 0 views

academic.pgcc.edu/...ttol.html

strategies thinking intellectual development interactivity

shared by Diane Gusa on 01 Jul 12 - No Cached
  • Strategies for Teaching Thinking and Promoting Intellectual Development in Online Classes
  • utline I. Online Strategies for Teaching Thinking II. Online Strategies for Promoting Interactivity III. Transforming Students’ Minds: Promoting Intellectual development
Diane Gusa

The Pedagogics: Learning Centered Pedagogy - 0 views

thepedagogics.blogspot.com/...earning-centered-pedagogy.html

module 2 learning pedagogy

shared by Diane Gusa on 30 Jun 12 - No Cached
  • this new literacy, beyond text and image, is one of information navigation
  • Today's students get on the web and link, lurk, and watch how other people are doing things, then try it themselves.
  • the web becomes not only an informational and social resource but also a learning medium where understandings are socially constructed and shared. In that medium, learning becomes a part of action and knowledge creation.
  • ...1 more annotation...
  • The Web helps build a rich fabric that combines the small efforts of the many with the large efforts of the few. By enriching the diversity of available information and expertise, it enables the culture and sensibilities of a region to evolve. It increases the intellectual density of cross-linkages. It allows anyone to lurk and learn
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