Group items tagged environment - SUNY Online Teaching Community Resources

1. Macro environment - EM - University-wide Academic Programs - Welcome to Confluence - 0 views

wiki.sln.suny.edu/...1.+Macro+environment+-+EM

shared by alexandra m. pickett on 19 Jul 12 - No Cached

Macro environment (trends in demographics, technology, the economy, political issues) Summary of the overall financial picture for SUNY and plans for funding university-wide programs (status of potential changes in campus recharges) – Gerard/Carey Update on plans for campus budgeting – Gerard/Carey How is funding flowing to campuses and is that changing? What is the initiative for shared services amongst campuses in a region Academic/Higher Ed Landscape – Kim/Alex SUNY Enrollment Capacity Planning initiative Accreditation issues Policies and regulations that affect academic programs Demographics – info about SUNY Technology scan for education, training, and library services – Maureen/Alex (with input from Doug) Reports/info from Educause, NMC (New Horizon Report), Gartner, Eduventures, POD Network, ACRL, RLG, OCLC, and Sloan Consortium Topics – Social media, educational technology/technology enhanced instruction, cloud computing, digital publishing, information security, technology support services, content management, and others TBD
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- alexandra m. pickett on 19 Jul 12
  
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TED | TED Prize | SOLE Toolkit - 0 views

www.ted.com/sole_toolkit

sole self organized learning environment Ted temporize

shared by alexandra m. pickett on 06 Jan 14 - No Cached

alexandra m. pickett on 06 Jan 14

Self-Organized Learning Environment- the vast resources of the Internet paired w/children's innate sense of curiosity http://t.co/jcyucSxxgK

<div class="cArrow"> </div><div class="cContentInner">Self-Organized Learning Environment- the vast resources of the Internet paired w/children's innate sense of curiosity <a href="http://t.co/jcyucSxxgK" rel="nofollow" target="_blank">http://t.co/jcyucSxxgK</a></div>

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The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 0 views

irenewp.edublogs.org

lrnchat via:packrati.us edchat learning education teaching

shared by alexandra m. pickett on 15 Oct 14 - No Cached

Aug 04 2012
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Reflecting on the online course design process, I realize I have made a tremendous transition from first-time student to instructor in the space of one semester. What I have learned about myself is that I have an affinity for designing in the online environment. 
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I just finished what may be my last discussion post for ETAP640. As I went through the post process, I was cognizant of each step: read your classmates’ posts; respond to something that resonates within you; teach (us) something by locating and sharing resources that support your thinking;  include the thinking and experiences of classmates; offer your opinion on what you are sharing; cite your resources for the benefit of all; tag your resources logically.
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...20 more annotations...
I am technology-proficient.
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blog posts are personalized records of learning, thinking, and being. 
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students’ learning is demonstrated through the vehicle of discussion.  
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While I am not yet a full technophile, I am surely no longer a technophobe!
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discussion is the heart of online learning. 
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  I so deeply enjoyed the reading and studying portion of this course … it opened a new world of theory to me, made more exciting by the historic proximity of the leading researchers in the field. 
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It is not about what the instructor wants to hear, it is about hearing the student’s articulation of what is being learned that is essential to evaluating the content of a blog post.
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(Think Twitter, Irene!) 
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I have spent my academic life I believing that I have to ‘go it alone’, since I walked home from school alone the first day of first grade.  Strangely, this course, in which I spend so much time alone, is teaching me that I don’t. 
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Through trying to be “fearless” about using technology, as Alex advises, I have come to learn that confidence is something that one must exercise in all spheres of the online environment.
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The resulting ah ha moments became the core of my entry …
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It causes me to reflect on the similarities between online and physical communities, something I had not thought of before.  Could it be that we really are, slowly and steadily, growing into a genuine community?
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we can not help but to teach when we learn and to learn when we teach.
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I kept telling myself, “You need the experience if you want to be an instructional designer!”
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I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
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Teaching presence also involves anticipating students’ needs based on monitoring progress and being ready to find that perfect something to support the student’s learning.
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I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
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“As iron sharpens iron, so a friend sharpens a friend.” This is certainly true of discussion forum.  We learn with and for each other: as  you learn, I learn. 
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So, reflection has proven its worth yet again:  reflecting on my work in designing EED406 thus far is proof that research-based best practice works.
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complaints, above, I think about the layout of the course; if it’s too many clicks away or the explanations aren’t clear, students become anxious, lose interest, and possibly
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alexandra m. pickett on 15 Oct 14

Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat

<div class="cArrow"> </div><div class="cContentInner">Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" <a href="http://t.co/xiuWsCsD" rel="nofollow" target="_blank">http://t.co/xiuWsCsD</a> #lrnchat #edchat</div>

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Why Americans Are the Weirdest People in the World - 0 views

www.psmag.com/...-up-psychology-economics-53135

imperialism pedagogy-insidious

shared by alexandra m. pickett on 03 Mar 13 - No Cached

In the end they titled their paper “The Weirdest People in the World?” (pdf) By “weird” they meant both unusual and Western, Educated, Industrialized, Rich, and Democratic. It is not just our Western habits and cultural preferences that are different from the rest of the world, it appears. The very way we think about ourselves and others—and even the way we perceive reality—makes us distinct from other humans on the planet, not to mention from the vast majority of our ancestors. Among Westerners, the data showed that Americans were often the most unusual, leading the researchers to conclude that “American participants are exceptional even within the unusual population of Westerners—outliers among outliers.”
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the “weird” Western mind is the most self-aggrandizing and egotistical on the planet: we are more likely to promote ourselves as individuals versus advancing as a group. WEIRD minds are also more analytic, possessing the tendency to telescope in on an object of interest rather than understanding that object in the context of what is around it. The WEIRD mind also appears to be unique in terms of how it comes to understand and interact with the natural world. Studies show that Western urban children grow up so closed off in man-made environments that their brains never form a deep or complex connection to the natural world.
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metaphysical questions: Is my thinking so strange that I have little hope of understanding people from other cultures? Can I mold my own psyche or the psyches of my children to be less WEIRD and more able to think like the rest of the world? If I did, would I be happier?
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weird children develop their understanding of the natural world in a “culturally and experientially impoverished environment” and that they are in this way the equivalent of “malnourished children,” it’s difficult to see this as a good thing.
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Cultures are not monolithic; they can be endlessly parsed. Ethnic backgrounds, religious beliefs, economic status, parenting styles, rural upbringing versus urban or suburban—there are hundreds of cultural differences that individually and in endless combinations influence our conceptions of fairness, how we categorize things, our method of judging and decision making, and our deeply held beliefs about the nature of the self, among other aspects of our psychological makeup.
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If religion was necessary in the development of large-scale societies, can large-scale societies survive without religion?
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research about fairness might first be applied to anyone working in international relations or development.
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Those trying to use economic incentives to encourage sustainable land use will similarly need to understand local notions of fairness to have any chance of influencing behavior in predictable ways.
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The historical missteps of Western researchers, in other words, have been the predictable consequences of the WEIRD mind doing the thinking.
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Early Participation in Asynchronous Writing Environments and Course Success |... - 0 views

sloanconsortium.org/...nvironments-and-course-success

participation asynchronous success slncomons

shared by alexandra m. pickett on 08 Feb 12 - No Cached