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Paul Beaufait

Grammar-Quizzes: Practice on Points of English Grammar (ESL/EFL) - 0 views

www.grammar-quizzes.com

EAL EFL English ESL grammar learning online practice quizzes resources wink_students

shared by Paul Beaufait on 26 Mar 13 - Cached
  • Paul Beaufait on 26 Mar 13
     
    "Grammar-Quizzes.com is an open educational resource for understanding, learning and practicing English grammar through the use of current event stories, pictures, contrastive grammar points, sentence diagrams, and self-quizzes. Originally written for intermediate non-native speakers, Grammar-Quizzes now includes practices for native speakers" (Mission, ¶1, 2012.03.26). "Grammar-Quizzes.com is an open educational resource for understanding, learning and practicing English grammar usage. These materials present simple grammar concepts and are most appropriate for non-native speakers, but also include practices that could be used for K-12 native speakers" (Mission, ¶1, 2012.01.05).
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

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

Timeline JS3 - Beautifully crafted timelines that are easy, and intuitive to use. - 0 views

timeline.knightlab.com

blog gadgets and widgets javascripts podcasting and digital storytelling timelines tools wink_students

shared by Paul Beaufait on 11 Jan 17 - No Cached
  • Paul Beaufait on 11 Jan 17
     
    "TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet" (Timeline JS, Overview, 2017.01/11).
Paul Beaufait

What Is Collaboration? - 0 views

www.slideshare.net/...collaboration-model

collab-bk collab-bk-collaboration collaboration

shared by Paul Beaufait on 09 Jan 10 - Cached
  • Paul Beaufait on 09 Jan 10
     
    Definition of collaboration Sebastien Pacquet point out in Radical Inclusion - Open Virtual Collaboration introductory discussion (Linked-In, c. Nov. 2009).
Paul Beaufait

spreeder.com - online speed reading application - 1 views

www.spreeder.com

tools reading speed free online learning wink_students

shared by Paul Beaufait on 04 Apr 10 - Cached
  • Paul Beaufait on 04 Apr 10
     
    Easy to use tool for speed reading practice, with bookmarklet that automatically opens spreeder with any text you've selected in your browser
Paul Beaufait

Back up member profile information - 0 views

help.ning.com/...std_adp.php

backups members profiles personal information

shared by Paul Beaufait on 22 Apr 10 - Cached
  • Paul Beaufait on 22 Apr 10
     
    "You can export your members' profile information at any time from the Manage Members page This will generate a comma-separated (CSV) text file that you can open using a program like Excel. It'll contain information about your members, including their name on your Ning Network, a link to their profile page, their email address, the date they joined, their birthday, and their answers to all of the profile questions on your Ning Network."
Paul Beaufait

Long Live the Web: A Call for Continued Open Standards and Neutrality: Scientific American - 1 views

www.scientificamerican.com/article.cfm

web open freedom technology Berners-Lee Tim

shared by Paul Beaufait on 18 Dec 10 - No Cached
  • Paul Beaufait on 18 Dec 10
     
    "Several principles are key to assuring that the Web becomes ever more valuable. The primary design principle underlying the Web's usefulness and growth is universality" Universality is the Foundation, para. 1).
Paul Beaufait

10 Reasons Why I Want My Students to Blog - Getting Smart by Susan Lucille Davis - DigL... - 0 views

gettingsmart.com/...ns-why-i-want-my-students-blog

blogging blogs education literacy reasons students teaching writing wink_students

shared by Paul Beaufait on 15 Nov 12 - No Cached
  • For my money (which usually means free), blogging provides the best venue for teaching student writing.
  • This emphasis on process encourages reflection and re-thinking, doubling back on earlier posts and feedback to watch how the process of learning unfolds.
  • Transparency requires being comfortable in your own skin; it requires being who you say you are; it requires a healthy openness and an equally healthy sense of privacy armed with a modicum of skepticism.
  • ...1 more annotation...
  • Being truly Internet savvy in today’s world means learning how to be honest about who you are, professional in your dealings with others, and willing to learn openly from mistakes as well as from successes.
  • Paul Beaufait on 15 Nov 12
     
    Davis (2012.10.22) supports her assertion, "For my money (which usually means free), blogging provides the best venue for teaching student writing" ( ¶1).
joe tomei

Vocabgrabber - 1 views

www.visualthesaurus.com/vocabgrabber

concept mapping and outlining blog gadgets and widgets

shared by joe tomei on 04 Apr 10 - Cached
  • joe tomei on 04 Apr 10
     
    Thinkmap Visual Thesaurus has launched an innovative new tool called VocabGrabber (http://vocabgrabber.com) that helps teachers and students target the key vocabulary from a text within seconds. Powered by the award-winning Visual Thesaurus software, VocabGrabber intelligently extracts words from any document and demonstrates how those words are used in context. It's a boon for language arts teachers, students of English at all levels of proficiency, or anyone who wants fresh insights into how language works. VocabGrabber is easy to use. Simply copy a passage (up to about 100 pages) into a box on the VocabGrabber web site (http://vocabgrabber.com), click the Grab Vocabulary button, and an interactive visualization of vocabulary words and phrases immediately appears. Or add a VocabGrabber button to your toolbar, and you can grab vocabulary words from a web page with one click. What makes VocabGrabber especially useful is the way in which the words are organized. VocabGrabber compares how often words appear in the text with the frequency of these words in standard written English overall. Grabbing the vocabulary from the United States Bill of Rights, for instance, highlights significant legal terms like probable cause and cruel and unusual punishment. Grabbing the opening of the Charles Dickens classic Oliver Twist, meanwhile, will quickly zero in on words like workhouse, gruel, and pauper.
Paul Beaufait

Blog U.: Search: How Libraries Do it Wrong - Library Babel Fish - Inside Higher Ed - 0 views

www.insidehighered.com/...arch_how_libraries_do_it_wrong

databases frustration libraries journals reasoning research students

shared by Paul Beaufait on 05 Aug 11 - No Cached
  • The ultimate purpose is to prepare students to develop a habit of finding evidence and reasoning from it, which involves being thoughtful about both the search process and sources encountered as our graduates go forth to think for themselves.
  • It turns out the databases we use are more likely to include content from mega-corporations that from societies or universities, and the content of over 40% of the new journals was available in only a very few libraries, so even if a database identified a citation, it wouldn’t be accessible to most library users. Many open access journals would be available – just not discoverable through library tools.
  • we need to make sure that we aren’t turning libraries into walled gardens of overpriced material only available to the few, that when we introduce undergraduates to search, we recognize that searching is not a matter of tool use but is a creative and critical part of the research process and so teach it in the context of learning language, finding connections, and looking for patterns
  • Paul Beaufait on 05 Aug 11
     
    Highlights weaknesses in collections and uses of library resources
Paul Beaufait

CompendiumLD learning design software - 0 views

compendiumld.open.ac.uk/index.html

design FOSS learning outcomes learning activities software tools visual interface visualization

shared by Paul Beaufait on 17 Oct 09 - Cached
  • Paul Beaufait on 17 Oct 09
     
    Overview of "a software tool for designing learning activities using a flexible visual interface" (What is CompendiumLD?, 2009.10.17)
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