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Patrice Prusko

A Manifesto for Active Learning - ProfHacker - The Chronicle of Higher Education - 0 views

  • My classes, instead, are focused on developing intellectual curiosity and teaching students to learn how to learn
  • If I can spark their intellectual curiosity about a subject and teach them how to actively pursue knowledge about that subject
  • students are responding to the lecture in real time on Twitter, and they have agency in the way that the topic develops through various techniques like guiding questions discussed via Twitter or even coming up and writing topics
Patrice Prusko

Udacity: Creating A More Engaging MOOC - Education - Online Learning - 0 views

  • interesting problems for students to solve,
  • keep students engaged, and they rarely present more than five minutes of video lecture before offering a quiz or programming exercise.
  • "It's a very different medium from sitting in a traditional lecture hall."
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  • cryptography
  • students who are challenged to define a function that will produce a given output given a specified input, and they can each come up with their own solutions, which may be substantially different. As long as they all give their function the same name, the course software can still grade their work by passing it a series pre-defined test cases.
  • computer science is learning how to use new tools
  • that taught you by doing
Patrice Prusko

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

  • the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
  • distinct pathways through the material, providing a clear route to those students
  • material that works well in a traditional environment does not necessarily work in the online environment
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  • retooled, converted or redesigned
  • PowerPoint™ slides, course notes and handouts usually need to be adapted
  • entire onsite version videotaped
  • Even if they have been successful in class, lengthy lectures don’t tend to work online.
  • much shorter clips were created, using brief excerpts of important points along with the addition of visual material
  • faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises
  • unique strengths and dynamics of the web in mind
  • content alone is not sufficient to result in or to guarantee excellence
  • Online instruction involves much more than posting a series of readings or a standard curriculum to a website
  • online instruction needs to purposefully and strategically engage learners in activities and interaction
  • content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.
  • providing content with creating a learning environment or delivering a course?”
  • Quality learning experiences occur in online education when strategies are designed specifically to engage the learner
  • less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in
  • increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem
  • chosen according to how they help meet the learning objectives
  • quick turnaround time
  • frequent and engaged
  • goals and objectives that are clearly stated
  • all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives
  • The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal
    • Patrice Prusko
       
      This is a key point. Learning outcomes need to be developed first.
  • a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”
  • Creating a sense of community is one of the main objectives in any class
  • It is through sustained communication that participants construct meaning
  • a deeper rather than a surface approach to learning is encouraged
  • Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.
  • hey need connection, contact and a sense of realness and immediacy
  • Teachers need to work to develop community
  • collaborative learning activities
  • enhanced communication
  • small group activities
  • Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is
  • brief guides and tutorials
  • Brief personal email messages
Patrice Prusko

Five Common Pitfalls of Online Course Design - Faculty Focus | Faculty Focus - 0 views

  • Reading your course material on a computer screen does not make for a memorable learning experience
  • Start by thinking about the kinds of learning experiences you want to create rather than letting the CMS define a more limited view of putting your course online.
  • In the old model of education, the instructor stood on the podium and served as the students’ revered and primary access point to the desired knowledge. Today, your students may be Googling your lecture topic while you speak and finding three sources that update or improve upon your presentation.
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  • content curato
  • . Your course should be a place where students come to participate in the connections that can be made between your subject and the outside world. Build these bridges into your online course materials, and become a facilitator of these important connections.
  • The interactivity and interconnectedness of computers provides increased opportunity for students to actively participate in their learning rather than passively consuming what you feed them.
  • peppering your online content with quick test-your-comprehension questions or developing exercises that ask students to generate data, capture and upload photos of evidence, research connections to real-world conditions, or create explanatory slideshows.
  • t. Consider creating wiki spaces in which groups of students can work together. Include assignments that require students to share ideas and resources, present topics to each other, and critique each other’s work. Use online communication tools and collaborative spaces to foster a class-wide web of supportive contact rather than settling into multiple parallel channels between you and each student.
Patrice Prusko

Why We Watch: Lessons from MIT's Study of MOOCs and Engagement | EdSurge News - 1 views

  • The biggest takeaway: Keep it short. Student engagement, measured by how long a student watched each video and whether they attempted to answer post-video questions, dropped sharply at the six minute mark.
  • Videos with a personal feel (filmed in an informal setting) and videos that were designed with the MOOC format in mind fared better than polished videos that simply chopped up a pre-recorded lecture.
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    "The biggest takeaway: Keep it short. Student engagement, measured by how long a student watched each video and whether they attempted to answer post-video questions, dropped sharply at the six minute mark."
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