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Learning with 'e's: Praxis makes perfect - 3 views

steve-wheeler.blogspot.co.uk/...praxis-makes-perfect.html praxis theory in practice theory&practice
shared by alexandra m. pickett on 10 Nov 13 - No Cached
  • alexandra m. pickett on 10 Nov 13
     
    "Praxis is the contextualisation of theory within action. It can, and should pervade every aspect of our professional practice and identity as an educator."
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Reducing Transactional Distance: Engaging Online Students in Higher Education - 1 views

evolllution.com/...e-students-in-higher-education tltProfDev onlinelearning #twitterfavorites ID ID-research quality course-quality continuous improvement trnsactional-distance EffectivePractices effective practices effective practices-for OSCQR website
shared by alexandra m. pickett on 11 May 18 - No Cached
  • alexandra m. pickett on 11 May 18
     
    Faculty participating in quality course reviews have the added benefits of learning from others' course design and teaching practices. Translating their findings from a review of their own courses and others, with expert advisement from an instructional designer, they can put into practice design and facilitation modifications to reduce online students' experiences of transactional distance.
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Faculty Usage of Library Tools in a Learning Management System - 0 views

crl.acrl.org/...crl13-459.abstract faculty learning management systems library resources integrated objects
shared by Helen Lane on 22 Oct 13 - No Cached
  • In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
  • Helen Lane on 22 Oct 13
     
    In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
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Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Lif... - 0 views

www.allbusiness.com/...13120735-1.html facultydevelopment learner-centered Resources learner
shared by alexandra m. pickett on 19 Jun 10 - No Cached
  • alexandra m. pickett on 19 Jun 10
     
    "Weimer, M. (2002), Leamer-Centered Teaching: Five Key Changes to Practice, Jossey-Bass."
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Best Practices: Implementing an Online Course Development & Delivery Model - 2 views

www.westga.edu/...outlaw_rice183.html onlineteaching online-instructionaldesigners instructional design
shared by alexandra m. pickett on 01 Dec 15 - No Cached
  • alexandra m. pickett on 01 Dec 15
     
    " Instructional design is generally executed by instructional designers. According to scholars, instructional designers are typically educators, trained in emerging technologies and pedagogy, who possess specialized skills (Steven, 2013). They must be able to conduct needs assessments, write objectives, and choose content, method, instructional strategies, and best practices (Schwier & Wilson, 2010). Professionally, instructional designers should be able to build interpersonal and trust-worthy relationships, communicate clearly, motivate, solve problems, manage projects and deadlines, outsource, train, and adapt. In addition, instructional designers should be intuitive, supportive, encouraging, organized, persuasive, flexible (Schwier & Wilson, 2010), capable, energetic, pragmatic, and helpful (Stevens, 2013). "
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