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Paul Beaufait

sleeping alone and starting out early: on social networking guidelines for teachers - 0 views

jennamcwilliams.blogspot.com/...networking-guidelines-for.html

faculty guidelines misrepresentation schools social networking staff strategies teachers

shared by Paul Beaufait on 03 Sep 09 - Cached
  • Paul Beaufait on 03 Sep 09
     
    Jenna McWilliams' post frames and follows on from Steve Taffee's post comprising Proposed Guidelines for Use of Social Networks by School Faculty and Staff (Blogg-Ed Indetermination, Social Networking Guidelines for School Employees, 2009.02.12).
  • Paul Beaufait on 03 Sep 09
     
    Jenna McWilliams' post frames and follows on from Steve Taffee's post comprising Proposed Guidelines for Use of Social Networks by School Faculty and Staff (Blogg-Ed Indetermination, Social Networking Guidelines for School Employees, 2009.02.12). Her follow-ons focus "On 'Misrepresentation'" and "On Course Use of Social Networking."
Paul Beaufait

A publishing platform for the Mary Washington community - 0 views

umwblogs.org

academic blogging education open-source U.S. universities WordpressMU

shared by Paul Beaufait on 30 Nov 12 - Cached
  • Paul Beaufait on 30 Nov 12
     
    "UMW Blogs is a publishing platform available to any member of the University of Mary Washington community. Based on the open-source system, WordPress, it allows any faculty member, student, or staff employee to create a blog, a course or project site, or professional Web presence. We invite you to create an account and start exploring!" (About, ¶1)
Paul Beaufait

The Dark Side Of The Online Struggle Against Plagiarism - 0 views

www.readwriteweb.com/...truggle-against-plagiarism.php

education plagiarism teaching writing

shared by Paul Beaufait on 06 Oct 12 - No Cached
  • Paul Beaufait on 06 Oct 12
     
    This post focuses on： The Weapons of War [Hate the metaphor!], The Problems with the Solutions, Setting Up for Failure, and Is There a Better Way? [title case applied]. "There's also an ethical issue with plagiarism checkers - the questionable use of students' work as a money maker for these services. ... Turnitin and the other services are making money off of content that they did not create. Perhaps worse, unlike Facebook where the content owner typically uploads it willingly, students have no say in whether their paper is uploaded by the teacher to the plagiarism checker. Many students and teachers are less than thrilled by this idea. Turnitin has specifically claimed fair use in defense of its use of this content, and in 2008 Turnitin's parent company iParadigms won a lawsuit brought against the company by four students claiming copyright violation. In its ruling, the court agreed that the content's use was indeed fair. 'It is clear that iParadigms' use of the Plaintiff's works has caused no harm to the market value of these works,' Judge Claude Hilton ruled at the time. That has not stopped faculty and students from having qualms about the use of students' papers in a for-profit enterprise." (The Problems with the Solution, para. 4-7)
Paul Beaufait

Inventory of Ecoaching Tips - 0 views

www.designingforlearning.info/...inventory.htm

Boettcher ecoaching tips

shared by Paul Beaufait on 18 Sep 09 - Cached
  • Paul Beaufait on 18 Sep 09
     
    Thanks to Carla for bookmarking this! Her Delicious bookmark showed up in MyBlogLog, and made me wonder whether she's using Diigo to propagate her bookmarks.
  • Paul Beaufait on 18 Sep 09
     
    61 tips from Judith V. Boettcher, up till fall 2008: "This set of ecoaching tips is for faculty who are designing and teaching online courses and blended campus courses" (Designing for Learning - Consulting, Advising and Facilitating, http://www.designingforlearning.info/index.html, retrieved 2009.09.18).
Paul Beaufait

Wired Campus - The Chronicle of Higher Education - 0 views

chronicle.com/...32351

assessment cheating education evaluations faculty higher education plagiarism Turnitin

shared by Paul Beaufait on 04 Aug 11 - No Cached
  • Paul Beaufait on 04 Aug 11
     
    NYU Prof Vows Never to Probe Cheating Again-and Faces a Backlash; July 21, 2011, 6:13 pm [no overt time zone]; by Marc Parry
Paul Beaufait

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663

cognitive-behaviouris community of inquiry connectivism content context distance education education expectations learning learning design pedagogy social constructivist technology typologies

shared by Paul Beaufait on 28 Aug 11 - No Cached
  • Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course model. The availability of technologies to support different models of learning strongly influences what kinds of model can be developed
  • 30 years of research has yet to show differences in learning outcomes between learning designs with high or low levels of social presence, that is if one confines the definition of learning to the CB notions of acquisition of pre-specified facts and concepts.
  • Social-constructivist pedagogies, perhaps not coincidently, developed in conjunction with the development of two-way communication technologies. At this time, rather than transmitting information, technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers. Michael Moore’s famous theory of transactional distance (1989) noted the capacity for flexible interaction to substitute for structure in distance education development and delivery models.
  • ...19 more annotations...
  • It is notable that social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies. While such models had been waiting in the wings for distance education since Dewey or earlier, their widespread use and adoption was dependent on the widespread availability of workable supporting technologies.
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding.
  • Teaching presence extends beyond facilitation of learning to choosing and constructing educational interventions and to providing direct instruction when required.
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Ironically, constructivist models of distance education began to share many of the affordances and liabilities of campus-based education, with potential for teacher domination, passive lecture delivery, and restrictions on geographic and temporal access.
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems. Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed. Connectivism assumes that much mental processing and problem solving can and should be off-loaded to machines
  • Connectivist cognitive presence begins with the assumption that learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks. Thus, the first task of connectivist education involves exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence.
  • The artifacts of connectivist learning are usually open, accessible, and persistent. Thus, distance education interaction moves beyond individual consultations with faculty (CB pedagogy) and beyond the group interactions and constraints of the learning management systems associated with constructivist distance-education pedagogy.  Cognitive presence is enriched by peripheral and emergent interactions on networks, in which alumni, practicing professionals, and other teachers are able to observe, comment upon, and contribute to connectivist learning.
  • Connectivist pedagogy stresses the development of social presence and social capital through the creation and sustenance of networks of current and past learners and of those with knowledge relevant to the learning goals. Unlike group learning, in which social presence is often created by expectation and marking for participation in activities confined to institutional time frames, social presence on networks tends to be busy as topics rise and fall in interest.
  • Connectivist learning is also enhanced by the stigmergic knowledge of others and the signs that they leave as they navigate through learning activities. The activities, choices, and artifacts left by previous users are mined through network analytics and presented as guideposts and paths to knowledge that new users can follow (Dron, 2006). In this way, the combination of traces of people’s actions and activities generate an emergent collective, which may be seen as a distinctive individual in itself, both greater and lesser than the sum of its parts: it is a socially constituted entity that is, despite this, soulless, a reflection of the group mind that influences but does not engage in dialogue (Dron & Anderson, 2009).
  • As in constructivist learning, teaching presence is created by the building of learning paths and by design and support of interactions, such that learners make connections with existing and new knowledge resources. Unlike earlier pedagogies, the teacher is not solely responsible for defining, generating, or assigning content. Rather, learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses.
  • Teaching presence in connectivist learning environments also focuses on teaching by example.
  • A final stress to teaching presence is the challenge presented by rapidly changing technologies. No one is current on all learning and communications applications, but teachers are often less competent and have less self-efficacy; thus, connectivist learning includes learners teaching teachers and each other, in conjunction with teachers aiding the connectivist learning of all.
  • Learning in connectivist space is, paradoxically, plagued by a lack of connection.
  • In connectivist space, structure is unevenly distributed and often emergent, with that emergence seldom leading to structure that is optimally efficient for achieving learning goals.
  • Cognitive-behaviourist models are most notably theories of teaching and social–constructivist models are more notably theories of learning, but both still translate well into methods and processes for teaching. Connectivist models are more distinctly theories of knowledge, which makes them hard to translate into ways to learn and harder still to translate into ways to teach. Indeed, the notion of a teacher is almost foreign to the connectivist worldview, except perhaps as a role model and fellow node (perhaps one more heavily weighted or connected) in a network.
  • As concerns about privacy mount and we come to adopt a more nuanced approach to connections and trust, our networks are bound to become more variegated and specialized. It is already becoming clear that connectivist approaches must become more intelligent in enabling people to connect to and discover sources of knowledge.
  • Although the prime actors in all three generations remain the same—teacher, student, and content—the development of relationships among these three increases from the critical role of student–student interaction in constructivism to the student–content  interrelationship celebrated in connectivist pedagogies, with their focus on persistent networks and user-generated content. The popular community-of-inquiry model, with its focus on building and sustaining cognitive, social, and teaching presence, can be a useful heuristic in selecting appropriate pedagogies.
  • It is clear that whether the learner is at the centre or part of a learning community or learning network, learning effectiveness can be greatly enhanced by applying, at a detailed level, an understanding of how people can learn more effectively: Cognitivist, behaviourist, constructivist, and connectivist theories each play an important role.
  • Paul Beaufait on 28 Aug 11
     
    Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Paul Beaufait

Basic Research and Writing: Earthquake-tsunami-nuclear crisis - 0 views

c-faculty.chuo-u.ac.jp/...BRWCycle1.html

free online reading research resources wink_students writing

shared by Paul Beaufait on 09 May 11 - No Cached
  • Paul Beaufait on 09 May 11
     
    Resource "links for students to use" as they move from traditional reading, to critical reading, and on to critical literacy
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