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Matt LeClair

Quality Matters Program | - 0 views

www.qmprogram.org

education online learning technology assessment evaluation elearning qualitymatters metrics rubric measurement Professional development peer review

shared by Matt LeClair on 06 Feb 12 - No Cached
  • Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.
  • Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.
  • Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses.
  • Matt LeClair on 06 Feb 12
     
    "Quality Matters (QM) is a faculty-centered, peer review process that is designed to certify the quality of online and blended courses. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning."
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
Matt LeClair

Online Courses from the World's Experts | Udemy - 0 views

www.udemy.com

online courses create design complete education e-learning online learning teaching udemy elearning collaboration web2.0 technology resources learning free paid

shared by Matt LeClair on 20 Jun 12 - Cached
  • Matt LeClair on 20 Jun 12
     
    Take and build online courses on any subject
Matt LeClair

Quality Matters Program | - 0 views

www.qualitymatters.org

templates tools course rubric assessment benchmarking evaluation data curriculum resources design

shared by Matt LeClair on 31 Aug 13 - No Cached
  • Matt LeClair on 31 Aug 13
     
    Higher Ed and K-12 Education - online course design assessment, benchmarking, evaluation, assessment
Matt LeClair

HyperStat Online: An Introductory Statistics Textbook and Online Tutorial for Help in S... - 0 views

davidmlane.com/...index.html

statistics stats research book tutorial resources tools case studies analysis

shared by Matt LeClair on 30 Nov 12 - Cached
  • Matt LeClair on 30 Nov 12
     
    Contains: HyperStat Online An online statistics book with links to other statistics resources on the web. Simulations/Demonstrations Java applets that demonstrate various statistical concepts. Case Studies Examples of real data with analyses and interpretation Analysis Lab Some basic statistical analysis tools.
Matt LeClair

Resources - The Pillar Summit - 0 views

course.feverbee.com/resource

social media development design online community resources project management research best practices

shared by Matt LeClair on 12 Jan 13 - No Cached
  • Matt LeClair on 12 Jan 13
     
    " Resources Here we publish exclusive content to help you develop a successful online community. You are welcome to use these free articles to guide your online community efforts."
Matt LeClair

Online Course Review Rubric - Quality that Matters - 0 views

www.cla.auburn.edu/...quality_matters.pdf

best practices methods technology design resources quality matters

shared by Matt LeClair on 07 May 13 - No Cached
  • Matt LeClair on 07 May 13
     
    Quality that Matters standardized rubric assessment, evaluation, debrief
Matt LeClair

Informal Learning Environment - All or nothing - 0 views

www.informl.com/...all-or-nothing

informal learning eLearning ASTD reflection environment

shared by Matt LeClair on 16 Nov 11 - No Cached
  • Upon reflection, I realized that this parallels the introduction of eLearning. Many people had oversimplified what eLearning meant; they defined it as replacing instructors with computers.
  • All learning occurs through a combination of different activites. Why should eLearning be different?)
  • The formal-versus-informal debate shouldn’t be happening at all. Extremists on both sides miss the point that this is not either/or. It’s shades of gray.
  • ...3 more annotations...
  • Imagine, if you will, a learning mixer. You could slide the switches to give the learners a little more control here while shaving development time there. And so on. Here’s a hypothetical learning mixer.
  • You don’t achieve the best mix by moving all of the sliders to the top or all to the bottom.
  • The Delivery slider moves from courses and push (formal) to conversations and pull (informal).
  • Matt LeClair on 16 Nov 11
     
    Reflections from ASTD TechKnowledge regarding the "Formal vs Informal Debate"
Michelle Green

Shaping Outcomes Module D: Evaluation throughout the Logic Model - 0 views

www.shapingoutcomes.org/...d2.htm

evaluation logic model outcomes

shared by Michelle Green on 11 Sep 11 - No Cached
  • Michelle Green on 11 Sep 11
     
    from Indiana University
Michelle Green

Presenters Final.pdf (application/pdf Object) - 0 views

courses.pepperdine.edu/...Presenters%20Final.pdf

shared by Michelle Green on 14 Sep 11 - No Cached
  • Michelle Green on 14 Sep 11
     
    more action research project to review
Matt LeClair

How to Write Your Literature Review - 1 views

www.mondofacto.com

Dictionary word tools study skills courses literature review

shared by Matt LeClair on 26 Oct 11 - Cached
  • Matt LeClair on 26 Oct 11
     
    Our mission is to create a world of information through a community of brighter minds.
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