Skip to main content

Home/ onlinelearning/ Group items tagged Teachers

Rss Feed Group items tagged

Erik Keith

Salute to Teachers - 1 views

  •  
    The GLOBE Program (http://www.globe.gov) is taking this opportunity to salute teachers everywhere----for all of the things you do----for inspiring your students and cultivating the love of learning. Teachers are the backbone of our educational system. They encourage, inspire and challenge us to reach new heights and dream without boundaries. The GLOBE Program Office in Boulder, Colorado produced this video for teachers everywhere. We encourage you to watch it, send it to your fellow (or favorite) teachers, school administrators, friends and family members. Encourage them to share it with their network as well so that everyone may pause for a moment and truly appreciate the teachers who made a difference in their lives.
  •  
    Salute to Teachers Video
Christopher Pappas

Top 10 Free Content Curation Tools for Teachers - 0 views

  •  
    Top 10 Free Content Curation Tools for Teachers Finding educational content in the web is no big deal- but managing it, is. Educational content curation is the art - rather than the act - of sorting out the vast amounts of educational content on the web and organizing them around a specific educational topic in a coherent way. http://elearningindustry.com/top-10-free-content-curation-tools-for-teachers
Christopher Pappas

Top 10 FREE Google Chrome Extensions for Teachers - 0 views

  •  
    "Are you looking for Google Chrome Extensions for educational purposes? If yes, try out the Top 10 FREE Google Chrome Extensions for Teachers. "
Nathan Grimm

Twitter Teacher Conversation Aggregator - 3 views

  •  
    A widget that aggregates a bunch of different twitter conversations that teachers are having on twitter. It's a great way to display what your PLN is saying right from your blog.
Joh Fra03

Interaction in Learner-Paced Learning - CIDER - 0 views

  • 63.6% for the 2002-2003 period. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12).
  • Nor do we know how to create and structure collaborative activities within independent study courses so that desirable characteristics of both collaboration and learner pacing can be retained. Further, we know little about demographics, learning styles, attitudes, or lifestyles of students who are more likely to appreciate and participate in collaborative activities at a distance.
  • Face-to-face interviews
  • ...29 more annotations...
  • We also posted invitations on 17 applicable listservs for non-AU faculty to participate in telephone interviews about the topic.
  • Twenty-nine respondents were interviewed by telephone, two sent their replies via email, and one participated through an online audio conference with the help of a translator. 
  • students who are most motivated are also more likely to participate in collaborative activities and finish the course in quicker times. 
    • Joh Fra03
       
      students most motivated more participation
  • effective, collaborative and interactive activities must be designed and integrated
    • Joh Fra03
       
      collaborative and interactive activities added to the class
  • efforts must be expended by institutional staff to promote, monitor, coordinate, and assess these activities
    • Joh Fra03
       
      instructor interaction is needed
  • Requiring participation only makes sense if the learning outcomes that result are sufficient to justify the reduction in learner control and flexibility that accompanies such prescribed activities
    • Joh Fra03
       
      interaction must be justified in order for the learner to loose control
  • cooperative learning, which is somewhere in between, in the spectrum of learning, individual and collaborative learning. Cooperative learning, in my opinion, is to work with others, but you are not really dependent upon their input to complete your assignment or to progress in your studies. You cooperate with other students when they are there, and they can have some input into what you are learning, but you are not really dependent upon them.
    • Joh Fra03
       
      cooperative learning, not dependent upon other students in order to complete the assignment
  • I could do that in three ways: as individual, cooperative or collaborative learning
    • Joh Fra03
       
      implementation
  • I would write the task in slightly different ways. In individual learning, I would say, ‘Write down your thoughts on this and submit it to your teacher as an email.’ If I wrote it as a cooperative assignment, I would say something like this, ‘Discuss this with a colleague or a peer student. Using this discussion as a background, you should submit your assignment as an email to your teacher.’ If I should write it as the third alternative, collaborative learning, I would say something like this, ‘Contact a peer student and write the assignment together, and submit it as something you have written together to your teacher in an email.’
    • Joh Fra03
       
      differing forms of implementation
  • The respondent suggested that interaction need not be student-to-student within a particular course to be beneficial, but could consist of employee-employee or employee-employer interaction. Another respondent noted that a community necessary for lifelong learning has to exist outside of a single structure, stating: “Why should people want to be part of a community? I am not sure that course-based learning, unpaced or paced, is compelling enough to engage the learner in that context because the course is not the thing they are there for - the community is bigger than that. It is something that has drawn them into this
    • Joh Fra03
       
      student choise in community and collaboration
  • noting that is unlikely that sufficient numbers of students will be registered in low-enrollment courses and be at approximately the same place to make collaborative activities possible. One respondent argued that this activity therefore should be used only in large-enrolment courses, commenting: “A learning community is feasible with undergrad
    • Joh Fra03
       
      low enrollment andon participati
  • Students may choose to participate in online group activities instead of completing individual, written assignments. If they choose online activity, their participation is marked. Besides engaging in asynchronous discussions, these students are required to evaluate and critique a submission from one peer. Students can self-register in the discussions.
    • Joh Fra03
       
      choice of particiption in group activities
  •  About 40% of students choose the online discussion option in the current version of the course, compared to about 5% in the prior version, when facilitators were not used.
    • Joh Fra03
       
      more participation when moderator / instructor
  • The respondents in general were experienced online and distance learners. The average number of online courses completed by each student was 2.1 with a range from 0 to 19. The number of courses that were based on self-study (that included older print-based correspondence model courses) was only slightly lower (m=1.9 range from 0-29).
    • Joh Fra03
       
      variable how seasoned as online distance learners , or online courses in general
  • 24% reported working with friends, family, or co-workers. The majority of student respondents (71%) chose not to participate in the interactive components of their courses, which consisted mostly of online discussion groups. Of the respondents who did participate in asynchronous conferences, 24% read or posted responses daily, 53% participated once or twice per week; and the rest only a few times during the course. Most respondents (79%) contributed 4-5 postings in each course.
    • Joh Fra03
       
      results
  • Eighteen percent felt that participation would take too much time. A further 17% were not aware that discussion forums were available, 14% thought that participation would not significantly increase their learning, and 10% indicated that they felt they had nothing to contribute. About 10% of respondents cited a lack of recent posti
  • 78% of respondents either agreed or strongly agreed that they would interact with other students as long as they were able to proceed through the course at their own pace. When queried how they would like to interact, 70% preferred asynchronous media like email and computer conferencing, 27% preferred a combination of synchronous and asynchronous technologies, and only 3% preferred synchronous interaction alone (for example, audio conferences or face-to-face interaction).
  • 95% of student respondents reported a desire to access the work of students either currently or previously enrolled in the courses. About 77% of respondents indicated an interest in accessing animated student-content interaction devices such as a “ChatBot.” Only 25% of students felt that participation should be graded.
  • 49% indicated they would not; 29% indicated they would; and 22% were unsure. When queried for the reasons that they did not wish to engage in collaborative activities, 58% said they preferred to learn on their own. About 25% indicated that they have a strong support group at work or at home, and 17% provided a variety of other reasons.
  • student survey results indicate that peer collaboration in general, at least in the form of asynchronous discussion groups, is not perceived as an important part of the learning experience within Athabasca University undergraduate individualized study courses
  • significantly increase faculty and administrative costs to the institution
  • The ability of students in each course to “see” when other students are online, and engage each other in online chats
  • student assessment incentives
  • communicate with other students in their courses at learner-determined times, and with a degree of social presence that meets their individual needs
  • designed to allow students to work with other students enrolled in the course as well as other non-registered members within and outside of the learning community. Where required, systems should be designed to permit spontaneous formation of groups of 4-5 students at a particular point in a course to perform a specified group task, after which the group would dissolve. 
  • Students can locate learning partners and participate in a variety of informal discussion groups. Some of these may be directly related to course content, others to more general socializing, informal learning, employment and family concerns
  • “Study Buddy”
  • Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research on Open and Distance Learning 4 (2). Retrieved September 2004 from: http://www.irrodl.org/content/v4.2/anderson.html
  • Hislop, G. (2000.) Working professionals as part-time online learners. Journal of Asynchronous Learning Networks 4 (2). Retrieved April 2003 from: http://www.aln.org/publications/jaln/v4n2/pdf/v4n2_hislop.pdf
  •  
    Good research on self-paced constructivism courses. Primary research
Joh Fra03

TheRecord.com - Life - Teachers use Facebook to reach students - 0 views

  • MacNeil was already using his own website to post assignments, useful links and samples of work in his communications-technology class, so Facebook seemed a logical next step.
  • Looking through Vaughan's class Facebook page, there are several discussion topics being debated daily and students -- old and new -- posting messages by the hour.
  • "It wasn't that it was any better than sending an e-mail or anything like that, it was that they seemed more willing to accept that media over the other ones,'' says MacNeil.
  • ...2 more annotations...
  • Vaughan says it was his students' idea to use Facebook and he has introduced it for the past three semesters with growing success."The students wanted to use it because it's a tool they already use and they (student teachers) also wanted to see if it was a tool they could use with their students in the future.''
  • eachers "are able to leverage a tool students already use instead of asking them to learn how to use a separate application,'' she says.
Joh Fra03

http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf - 1 views

  •  
    Article on social presence and course design on how to increase
  • ...4 more comments...
  •  
    student teacher interaction can be substituted by student-student and student-content interaction
  •  
    developing models of learning based upon cohort groups of students page 1
  •  
    and individual pacing, is often perceived and experienced as a lonely way to learn. It is likely that the implicit requirement for self motivation reduces accessibility to many students who have little exposure to, or sufficient experience with, programming that is not structured and orchestrated by a live (and often face-to-face) teacher. This challenge - to permit maximum student freedom, while supporting opportunity for community building and mutual individual support in cost effective ways - is perhaps the greatest challenge (and opportunity) facing the distance education community Page 1
  •  
    Community of Inquiry, from Garrison, Anderson, and Archer (2000) page 2
  •  
    social presence in not only setting the educational climate but also in supporting discourse and creating the educational experience. We defined social presence as 'the ability of learners to project themselves socially and affectively into a community of inquiry' (Rourke, Anderson, Archer, & Garrison, 1999 Page 2
  •  
    social presence is correlated with student satisfaction and higher scores on learning outcomes (Richardson & Swan, 2003). Page 2
Joh Fra03

Web Learning about Web Learning for teachers | Virtual Canuck - 0 views

  • The process began three weeks ago with the course authors drafting and sharing for comment,  a proposed syllabus (using Google docs). In order to maintain consistency each ‘module’ consists of an introduction, 12-15 ‘screens’ of content, a summary, a multiple choice quiz and a list of resources for further exploration. The design model also insists that modules are not cross linked to allow for modular use as learning objects. The Google docs spreadsheet module was employed so the content, and especially the learning outcome of each ‘screen’ is articulated by the author and vetted by the ‘ expert consultant and other members of the development team. Each module is designed to take 60-90 minutes of end user time to complete. Fortunately, Epigeum technicians and media experts will actually create the screens which  (I understand) will make liberal use of video, animation and other multimedia resources. The modules are formatted to meet IMS content packaging standard so that they can ‘eaten up’ and delivered by a variety of LMS (OK make that VLEs, in the UK) delivery systems.
    • Joh Fra03
       
      Example of an excercise
Joh Fra03

Even with Information glut, we need Open Education Resources | Virtual Canuck - 0 views

  • A skillful teacher creates these paths and simultaneously scaffolds learners new to the discipline and its associated discourse
1 - 17 of 17
Showing 20 items per page