The Reflective Teacher: A Taxonomy of Reflection (Part III) - Copy / Paste by Peter Pappas - 0 views
The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 0 views
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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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Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
The 40 Reflection Questions | Edutopia - 2 views
Reflections Blog Post Grading Rubric | Alex's reflecting pool - 0 views
The 40 Reflection Questions | Edutopia - 0 views
Twitter is making me a More Reflective Teacher | The Creative Education Blog - 0 views
Reflections of a mooc unvirgin | E-Learning Provocateur - 0 views
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"Suggestions for improvement To be fair, the cons that I have listed above are not unique to the EDCMOOC, nor to online learning in general. I remember similar problems from my uni days on campus. Nonetheless, they inform my following suggestions for improvement… Week 1 should be set aside as a social week to allow the happy greeters to get their social proclivities out of their systems. It may be tempting to set aside a pre-week for this purpose, but the truth is it will bleed into Week 1 anyway. The instructors need to be much more active in the discussions. I recommend they seed each week with a pinned discussion thread, which marks the official line of enquiry and discourages multiple (and confusing) threads emerging about the same concepts. More importantly, the instructors should actively prompt, prod, guide and challenge the participants to engage in critical analysis. Explication of the implications for e-learning must be the outcome. A moderator should delete the spam and ban the spammers. A support page and discussion thread should be dedicated to helping the lost souls, so that they don't pollute the rest of the course with their problems. All in all, I am glad to report my first mooc experience was a positive one. I won't rush out to do another one in a hurry, but that's simply because I know how demanding they are. But one thing's for sure, I will do another one at some stage. I look forward to it!"
bPortfolios: Blogging for Reflective Practice | The Sloan Consortium - 0 views
Bloggers Reflect on ISTE 2010 | ISTE Connects - Educational Technology - 0 views
Fantastic Journal » Evaluating your own role play: Reflection Rubric - 0 views
Reflections Blog Post Grading Rubric - 0 views
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Blog
What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs | Reflections - 1 views
Request for Comments « Gardner Writes - 0 views
Expanding Your Online Pedagogy Toolkit | Higher Ed Beta @insidehighered - 4 views
My Discussion Post Grading Rubric | Alex's reflecting pool - 0 views
Educational Technology - 0 views
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Modeling -- involves an expert's carrying out a task so that student can observe and build a conceptual model of the processes that are required to accomplish the task. For example, a teacher might model the reading process by reading aloud in one voice, while verbalizing her thought processes (summarize what she just read, what she thinks might happen next) in another voice. Coaching - consists of observing students while they carry out a task and offering hints, feedback, modeling, reminders, etc. Articulation - includes any method of getting students to articulate their knowledge, reasoning, or problem-solving processes. Reflection - enables students to compare their own problem-solving processes with those of an expert or another student. Exploration - involves pushing students into a mode of problem solving on their own. Forcing them to do exploration is critical, if they are to learn how to frame questions or problems that are interesting and that they can solve (Collins, Brown, Newman, 1989, 481-482).