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danfeinberg

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

www.nytimes.com/...21memory.html

research test education

shared by danfeinberg on 21 Jan 11 - No Cached
  • danfeinberg on 21 Jan 11
     
    On the importance of test taking as a learning activity
alexandra m. pickett

Open University research explodes myth of 'digital native' - 1 views

www.agent4change.net/...1088

Digitalnatives digital divide

shared by alexandra m. pickett on 16 Aug 11 - No Cached
  • So Prensky was right first time? 'No, certainly not'
alexandra m. pickett

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
  • 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. 
  • 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.
  • ...20 more annotations...
  • I am technology-proficient.
  • blog posts are personalized records of learning, thinking, and being. 
  • students’ learning is demonstrated through the vehicle of discussion.  
  • While I am not yet a full technophile, I am surely no longer a technophobe!
  • discussion is the heart of online learning. 
  •   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. 
  • 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.
  • (Think Twitter, Irene!) 
  • 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. 
  • 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.
  • The resulting ah ha moments became the core of my entry …
  • 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?
  • we can not help but to teach when we learn and to learn when we teach.
  • I kept telling myself, “You need the experience if you want to be an instructional designer!”
  • I am a student whose understanding of connectivism and heutagogy is being developed experientially through taking this course.
  • 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.
  • I realized that the online environment is actually a type of classroom; is that why course language includes such terms as “area”, and “room”?
  • “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. 
  • 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.
  • 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
  • alexandra m. pickett on 15 Oct 14
     
    Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
alexandra m. pickett

Instructional Design in Higher Education: Defining an Evolving Field - 1 views

onlinelearningconsortium.org/...ion-defining-an-evolving-field

instructionaldesign highered onlineeducation instructionaldesigner #twitterfavorites

shared by alexandra m. pickett on 29 Jul 18 - No Cached
  • alexandra m. pickett on 29 Jul 18
     
    Excited to read, Instructional Design in Higher Education: Defining an Evolving Field, a new white paper released by the OLC Research Center for Digital Learning & Leadership https://t.co/eD4uqAcoFy #instructionaldesign #highered #onlineeducation #ins
Julie Golden

The Impact of Identity Disruption and Participation in Communities of Practice on Facul... - 2 views

Study participants are needed for a research project regarding online faculty satisfaction, faculty identity, and communities of practice. https://www.surveymonkey.com/r/VHKJRN2 Please consider...

web2.0 education research resources collaboration assessment community of practice faculty higher online learning E-Learning satisfaction

started by Julie Golden on 19 Aug 15 no follow-up yet
alexandra m. pickett

Multiple Intelligences: What Does the Research Say? | Edutopia - 1 views

www.edutopia.org/ultiple-intelligences-research

multiple intelligences learning styles

shared by alexandra m. pickett on 04 Jun 19 - No Cached
  • alexandra m. pickett on 04 Jun 19
     
    Providing students with multiple ways to access content improves learning (Hattie, 2011). Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills (Darling-Hammond, 2010). Instruction should be informed as much as possible by detailed knowledge about students' specific strengths, needs, and areas for growth (Tomlinson, 2014).
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