Skip to main content

Home/ Groups/ EDUC 300
Rss Feed
Sort By: Most Recent | Popular Filter: All | Bookmarks | Topics Simple Middle
Diane Gusa

Cognitive Load Theory - 0 views

www.instructionaldesign.org/...cognitive-load.html

theory cognitiveload video exercise module 2

shared by Diane Gusa on 30 Jun 12 - No Cached
  • 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
  • information contained in instructional material must first be processed by working memory
  • 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.
Diane Gusa

Evolution of an e-Learning Developers Guide: Do You Need One? by Mike Dickinson : Learn... - 0 views

www.learningsolutionsmag.com/...205

developers guide module 3 interacrtivity

shared by Diane Gusa on 30 Jun 12 - No Cached
  • Adult learning principles
  • General instructional strategy
  • evel Type Description Level I Passive The learner acts solely as a receiver of information and progresses linearly through the course, reading text from the screen, viewing video, or listening to audio. We discourage this level. Level II Limited interaction The learner makes simple responses to instructional cues such as multiple choice or true/false questions. Level III Moderate participation The learners may drag-and-drop objects or respons-es, or answer multiple-choice questions about realistic scenarios. This is our preferred level of interaction because it optimizes the trade-off between active learning and course development time. Level IV Real-time participation This includes highly realistic interaction such as simu-lations of software interactions or role-plays of inter-personal situations.
Diane Gusa

Evolution of an e-Learning Developers Guide by Mike Dickinson : Learning Solutions Maga... - 0 views

www.learningsolutionsmag.com/...an-e-learning-developers-guide

developers guide module 3

shared by Diane Gusa on 30 Jun 12 - No Cached
Diane Gusa

Bringing Life to Online Instruction with Humor - 1 views

radicalpedagogy.icaap.org/...shatz.html

humor_online_learning module 4 assignment learning humor

shared by Diane Gusa on 29 Jun 12 - Cached
  • 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
  • Of the personal dimensions of teaching, humor is the most human of them all. T
  • Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
  • ...18 more annotations...
  • simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
  • e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
  • The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
  • nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
  • e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
  • journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
  • Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
  • several ways that instructors can enhance visual humor for the online environment
  • For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
  • We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
  • use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
  • For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
  • the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
  • The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
  • The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
  • Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
  • ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
  • For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
  • Diane Gusa on 29 Jun 12
     
    Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
carol filanova

Sign In - 3 views

animoto.com/projects

web2.0

shared by carol filanova on 26 Jun 12 - Cached
  • carol filanova on 26 Jun 12
     
    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.
Diane Gusa

Everything You Need to Know About Web 2.0 - 6 views

www.techsoup.org/web2

collaboration web2.0 technology pedagogy elearning

shared by Diane Gusa on 23 Jun 12 - No Cached
  • . On this page, you'll find articles on a variety of Web 2.0 tools and technologies. We'll continue to update this page, so be sure to check back to learn about the latest technologies for your organization. What is Web 2.0 Anyway?
  • carol filanova on 26 Jun 12
     
    Thanks for thinking of us. loved it! Carol
Diane Gusa

Learning Domains - 1 views

pixel.fhda.edu/...learning_domain.html

Learning domains affective cognitive

shared by Diane Gusa on 25 Jun 12 - Cached
  • 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)
  • 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
Diane Gusa

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 2 views

www.cjlt.ca/...177

e-learning teaching pedagogy Online community instructionaldesign

shared by Diane Gusa on 25 Jun 12 - Cached
  • Principle 1: The online world is a medium unto itself.
  • Principle 2: In the online world content is a verb.
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • ...6 more annotations...
  • Principle 4: Great online courses are defined by teaching, not technology.
  • Principle 3: Technology is a vehicle, not a destination.
  • Principle 6: Excellence requires multiple areas of expertise.
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Principle 9: Sometimes the little extras go a long way.
Diane Gusa

Teaching and Learning at a Distance: The Learners: Self-Regulation - 0 views

eduscapes.com/...self-regulation.htm

teaching learning

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Whether taking a face-to-face or online course, students must be able to manage their own learning.
  • onsider ways to facilitate self-regulation in your students by encouraging metacognitive awareness, promoting time management, encouraging social interaction, and providing effective, efficient, and appealing learning materials.
  • To succeed in online discussions and other online course activities, participants must have basic social skills including the ability to: listen (read) and comprehend classmate postings ask appropriate questions assist others through supporting comments build on the work of others take on the role of devil's advocate or other perspectives to promote discussion synthesize information and ideas presented by classmates and make a unique contribution participate in a timely manner
Diane Gusa

The Digital Citizen - Breakthrough on a Bias: "As iron sharpens iron, so a friend sharp... - 0 views

irenewp.edublogs.org/...-so-a-friend-sharpens-a-friend

disscussion forum module 3 blog

shared by Diane Gusa on 25 Jun 12 - No Cached
  • I experienced that learning is socially constructed in the online environment.
  • I also just talked  to Lisa about what I knew, what I had learned, and about my thoughts and feelings on our topics of … discussion!  I had created my first true discussion post. 
  • These experiences “highlight one of the fundamental differences between the F2F classroom and the online learning environment. ‘Discussion’, or the students’ contributions/posts/interactions in the online course, take on a significant importance in an online classroom. Rather than an extemporaneous activity by a select vocal few in the front row of a F2F classroom, effectively designed online interaction and learning activities are designed to engage all students in the course with the content, with the instructor, and with each other” (Pickett, 200
Diane Gusa

Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 0 views

michaelhaenlein.com/...0of%20the%20world,%20unite.pdf

presence web 2.0

shared by Diane Gusa on 25 Jun 12 - No Cached
  • Diane Gusa on 25 Jun 12
     
    Social presence is influenced by the intimacy (interpersonal vs.mediated) and immediacy (asynchronous vs. synchronous) of themedium, and can be expected to be lower for mediated (e.g., telephone conversation) than interpersonal (e.g., face-to-face discussion) and for asynchronous (e.g., e-mail) than synchronous (e.g., live chat) communications. The higher the social presence, the larger the social influence that the communication partners have on each other's behavior. Closely related to the idea of social presence is the concept of media richness. Media richness theory (Daft & Lengel, 1986) is based on the assumption that the goal of any communication is the resolution of ambiguity and the reduction of uncertainty. It states that media differ in the degree of richness they possess--that is, the amount of information they allow to be transmitted in a given time interval--and that therefore some media are more effective than others in resolving ambiguity and uncertainty. Applied to the context of Social Media, we assume that a first classification can be made based on the richness of the medium and the degree of social presence it allows. With respect to the social
« First ‹ Previous 381 - 400 of 541 Next › Last »
Showing 20▼ items per page