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Joh Fra03

Jason Rhode :: Blog - 0 views

eduspaces.net/weblog

jason rhode self-paced blog

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    Jason Rhode's blog major author on self-paced learning
Joh Fra03

Interaction in Learner-Paced Learning - CIDER - 0 views

cider.athabascau.ca/...Interaction

self-paced research constructivism

shared by Joh Fra03 on 17 Oct 09 - Cached
  • 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
      Joh Fra03 on 17 Oct 09
       
      students most motivated more participation
  • effective, collaborative and interactive activities must be designed and integrated
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
      Joh Fra03 on 17 Oct 09
       
      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
  • Joh Fra03 on 17 Oct 09
     
    Good research on self-paced constructivism courses. Primary research
Joh Fra03

http://newmediaworkshops.com/telblog/?p=33 - 0 views

newmediaworkshops.com/telblog

shared by Joh Fra03 on 17 Oct 09 - Cached
  • group of students who are currently frustrated by the time-paced OMDP online delivery mode.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      Students who are dissatisfied with e-learning
  • does one encourage the development and synthesis of a student’s ideas without relying the need for other students to ‘converse’ with that student in a timely fashion?
Joh Fra03

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/?view=article&id=539

research journal academic socialsoftware

shared by Joh Fra03 on 05 Jan 09 - Cached
  • Joh Fra03 on 05 Jan 09
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software by: Catherine Mcloughlin, Mark JW Lee Innovate Journal of Online Education, Vol. 4, No. 5. (2008)
Joh Fra03

Theory and Practice of Online Learning - 0 views

epe.lac-bac.gc.ca/...intro.html

anderson terry book theory elearning

shared by Joh Fra03 on 09 Dec 08 - Cached
  • Taylor, J. (2001). The future of learning—learning for the future: Shaping the transition. Proceedings of the 20th ICDE World Congress. Retrieved April 22, 2004, from http://www.fernuni-hagen.de/ICDE/D-2001/final/keynote_speeches/wednesday/taylor_keynote.pdf
  • Joh Fra03 on 09 Dec 08
     
    great resource
Joh Fra03

chi2003-privacy.pdf (application/pdf Object) - 0 views

www.ics.uci.edu/...chi2003-privacy.pdf

privacy network web

shared by Joh Fra03 on 10 Dec 08 - No Cached
  • Joh Fra03 on 10 Dec 08
     
    alen, L., & Dourish, P. (2003). Unpacking "privacy" for a networked world Retrieved Dec. 2007 from http://www.ics.uci.edu/~jpd/publications/2003/chi2003-privacy.pdf.
Joh Fra03

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

terrya.edublogs.org/...108

anderson example

shared by Joh Fra03 on 10 Dec 08 - Cached
  • 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
      Joh Fra03 on 10 Dec 08
       
      Example of an excercise
Joh Fra03

WhatIsConnectivism - 0 views

elearnspace.org/...player.html

6772 learning styles Siemens connectivism 101course presentation cck08

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    I can tie this back into my course, as a means of orienting the student and critically looking at it.
Joh Fra03

The Theory and Practice of Online Learning - 0 views

www.aupress.ca/...120146

anderson book scholarly

shared by Joh Fra03 on 10 Dec 08 - Cached
  • Joh Fra03 on 10 Dec 08
     
    A must read!!
Joh Fra03

Edublogers as a Network of Practice | Virtual Canuck - 0 views

terrya.edublogs.org/...ogers-as-a-network-of-practice

NOPs anderson blog

shared by Joh Fra03 on 05 Mar 09 - Cached
  • Had a core group of either paid or highly motivated contributors • Members workplaces shared much common structural characteristics – similar job requirements, organization etc. • Strong norms of collective behaviour: Members shared common social codes and ‘best practices’ • Trust, affiliation and other affective characteristics were nourished • The network had means to collectively censure inappropriate behaviour • The NOP used an appropriate set of distributed tools to effectively accomplish these goals.
  • ou just start to blog, read blogs and comment on blogs with content related to education and/or learning. But it can be a lonely world if nobody reads your posts. Thus, an aspiring edublogger needs to develop the set of network relationships such that their posts are read and responded to – in essence becoming a full member of the NoP. This is perhaps best accomplished by reading the blogs of others, commenting on them, noting the Blog role listings of other edubloggers that favorite authors are following, reading and responding to and gradually moving into the existing flow. Then, through immersion into the network (caused mostly by allocating  time to read, and  talent to originate and respond) the Edublogger  learns what content is appreciated, commented on and that leads to ongoing discourse
Joh Fra03

Twitter Reading List - 0 views

www.c4lpt.co.uk/...twitterrl.html

twitter tools

shared by Joh Fra03 on 16 Feb 09 - Cached
  • Joh Fra03 on 16 Feb 09
     
    List of reading for Twitter in education
Joh Fra03

Concept map - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Concept_map

6772 theory conceptmap mindmap

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    "A concept map is a way of representing relations between ideas, images or words, in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping students see how individual ideas form a larger whole.[2] Concept maps were developed to enhance meaningful learning in the sciences. A well made concept map grows within a context frame defined by an explicit "focus question," while a mind map often has only branches radiating out from a central picture. There is research evidence that knowledge is stored in the brain in the form of productions that act on declarative memory content which is also referred to as chunks or propositions [3][4]. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them."
Joh Fra03

Joomla/Moodle Single login - 0 views

www.slideshare.net/...joomlamoodle-single-login

joomla moodle joomla_moodle

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    A rough demo on how to combine these two great tools!
Joh Fra03

DSpace at Open Universiteit Nederland: a. Learning Networks & Learning Design - 0 views

dspace.ou.nl/2

self-paced research Netherland

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    Open university example and the research that they use to form collaborative self-paced learning communities
Joh Fra03

OnLine Education Notebook - 0 views

people.uis.edu/sources.htm

courses online

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    a compilation of online resources such as online schools programs etc.
Joh Fra03

Social Networks, the Next Educational Tool? :: Inside Higher Ed :: Higher Education's S... - 0 views

www.insidehighered.com/...social

facebook

shared by Joh Fra03 on 28 Jan 09 - Cached
  • Yet students also recognized social networks’ potential to distract them and possibly even encourage cheating among classmates.
Joh Fra03

Creating Personal Networks as Learning Outcome | Virtual Canuck - 0 views

terrya.edublogs.org/...l-networks-as-learning-outcome

anderson PLE

shared by Joh Fra03 on 10 Dec 08 - Cached
  • The background to the paper overviews the importance of the creation of an adaptable context that the learner creates to support and retain their own learning. They note ” It is not about learning design it is all about learning environment design”. By letting learning emerge from rich inquiry, collaboration and publication tools, learners are able to play active roles in the creation and sustenance of their own learning contexts. These skills, the contexts and the products of course do not end when the course LMS site is closed, but rather become life long learning attributes and capacity. Thus the creation of a rich learning environment that the student creates, owns and continuous to build with is the major learning outcome, the specific knowledge domain outcomes are useful but less important outcomes in a life long learning context.
Joh Fra03

YouTube - UMBCtube's Channel - 0 views

www.youtube.com/umbc

youtube resources umb

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    UMB youtube
Joh Fra03

Marxist Internet Subject Archive - 0 views

www.marxists.org/...index.htm

resources marxism

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    marxist materials
Joh Fra03

Connectivism Outline - LTCWiki - 0 views

ltc.umanitoba.ca/...Connectivism_Outline

connectivism course open do-this

shared by Joh Fra03 on 01 Feb 09 - Cached
  • Joh Fra03 on 01 Feb 09
     
    You must use this!!! take this course by your self.
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