Best content in WSD eToolBox

Dianne Krause on 07 Mar 10

"Education technology has many supporters in its movement to alter traditional teaching methods. This list of the top 50 education technology blogs includes writers, technicians and social media experts…but they all are teachers. The "movers" are teachers who facilitate learning among other teachers and in the classroom, the "shakers" teach new philosophies and innovations, and the folks "on the ground" offer news, tools and methods of using those tools in the classroom. This list is divided into those three categories, and each link within those categories is listed alphabetically. The links lead straight to the recently updated blogs, and the descriptions supply information about that blogger's achievements, including careers and jobs."

<div class="cArrow"> </div><div class="cContentInner">"Education technology has many supporters in its movement to alter traditional teaching methods. This list of the top 50 education technology blogs includes writers, technicians and social media experts…but they all are teachers. The "movers" are teachers who facilitate learning among other teachers and in the classroom, the "shakers" teach new philosophies and innovations, and the folks "on the ground" offer news, tools and methods of using those tools in the classroom. This list is divided into those three categories, and each link within those categories is listed alphabetically. The links lead straight to the recently updated blogs, and the descriptions supply information about that blogger's achievements, including careers and jobs."</div>

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Guidelines for Working with Adult Learners. ERIC Digest - 0 views

www.ericdigests.org/...working.htm teacher pd professionaldevelopment onlinelearning facilitation opd etlo guidelines

shared by Dianne Krause on 06 Mar 10 - Cached

Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults.
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Adults have a rich reservoir of experience that can serve as a resource for learning.
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tend to have a life-, task-, or problem-centered orientation to learning as opposed to a subject-matter orientation
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motivated to learn due to internal or intrinsic factors
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herefore, adult learning in formal institutions can be viewed in terms of the direction and support needed by the learner in the following ways: learners need both direction and support, learners need direction, learners need support but are reasonably self-directing, or learners are moderately capable of providing their own direction and support
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Even though learners may need both direction and support, they can still be involved in designing and directing their learning in meaningful ways.
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Adult learner involvement in needs assessment initiates a partnership with the instructor
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WWW question: Who needs What as defined by Whom, in which Who is the learners, WHAT are their needs, and WHOM are the definers
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"How do we listen to adult learners before we design a course for them, so that their themes are heard and respected?
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Developing an atmosphere in which adults feel both safe and challenged should be the goal
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An ideal adult learning climate has a nonthreatening, nonjudgmental atmosphere in which adults have permission for and are expected to share in the responsibility for their learning.
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Capitalize on the first session
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Incorporate group work
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Break the traditional classroom routine
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-Use humor
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Support opportunities for individual problem solving
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equitable learning environment.
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Consider their attitudes toward and knowledge about the variety of people they teach.
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nstructors have a professional responsibility to accept every adult learner as of equal worth regardless of race, gender, ability, or background.
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Think through the way they present their subjects or topics. T
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Instructors must act on the belief that change and development are possible for all people and that their role is to assist the process in all learners
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"Learning is part of a circuit that is one of life's fundamental pleasures: the [instructor's] role is to keep the current flowing" (p. 38). Instructors who have successfully engaged adults as partners by providing direction and support will have succeeded admirably.
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Dianne Krause on 06 Mar 10

""Adults vote with their feet," a favorite adage of adult educators, is frequently used to describe a characteristic of adult learners. In most circumstances, adults are not captive learners and, if the learning situation does not suit their needs and interests, they will simply stop coming. In discussing adult education, Knowles (1980, 1984) distinguished between teacher-centered and learner-centered instruction. He promoted the latter because it viewed learners as mutual partners in the learning endeavor (Merriam and Caffarella 1991). Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults. However, Merriam and Caffarella (ibid.) assert that "adult learning in formal settings, for the most part, is still instructor designed and directed" (p. 26). Given the wide support for learner involvement, the discrepancy between adult education theory and practice is perplexing. How can instructors of adults become more learner centered in their practice? This ERIC Digest suggests guidelines and strategies that can be used in formal settings by instructors of adults to involve learners more effectively. "

<div class="cArrow"> </div><div class="cContentInner">""Adults vote with their feet," a favorite adage of adult educators, is frequently used to describe a characteristic of adult learners. In most circumstances, adults are not captive learners and, if the learning situation does not suit their needs and interests, they will simply stop coming. In discussing adult education, Knowles (1980, 1984) distinguished between teacher-centered and learner-centered instruction. He promoted the latter because it viewed learners as mutual partners in the learning endeavor (Merriam and Caffarella 1991). Known as the andragogical model, the use of learner-centered instruction--which supports addressing the needs and interests of learners--is regularly championed in the literature as the most effective way to teach adults. However, Merriam and Caffarella (ibid.) assert that "adult learning in formal settings, for the most part, is still instructor designed and directed" (p. 26). Given the wide support for learner involvement, the discrepancy between adult education theory and practice is perplexing. How can instructors of adults become more learner centered in their practice? This ERIC Digest suggests guidelines and strategies that can be used in formal settings by instructors of adults to involve learners more effectively. "</div>

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TEDxNYED: Independently organized TED event - 1 views

tedxnyed.com ted tedxnyed education

shared by Dianne Krause on 06 Mar 10 - Cached

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Pre-Grade Your Paper - 1 views

www.paperrater.com/features paper grade grammar spelling writing languagearts english

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MEET ME AT THE CORNER - 0 views

www.meetmeatthecorner.org virtualfieldtrip virtualfieldtrips virtualtour fieldtrip fieldtrips SocialStudies Virtual

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Teacher Professional Development Sourcebook: The Changing Landscape of Teacher Learning - 0 views

www.edweek.org/...01dede.h03.html teacher professional pd professionaldevelopment education

shared by Dianne Krause on 05 Mar 10 - Cached

Dianne Krause on 05 Mar 10

"Chris Dede, a professor of learning technology at the Harvard Graduate School of Education, is a leading authority on online teacher professional development. For 16 years, beginning in the early 1990s, Dede taught a course at HGSE called "Learning Media That Bridge Distance and Time." The rapid changes in interactive technology during that period brought the potential of online teacher learning into sharp focus for Dede. "I saw it as an important way of scaling up quality instructional practice, and an important lever for education reform, but also I saw that it wasn't going far very fast," he explains. Dede's investigations into online professional development led him to gather a group of researchers, distance-learning experts, and professional development providers at a conference at Harvard in 2005, and subsequently to publish, as editor, Online Professional Development for Teachers: Emerging Models and Methods (2006). The book, which explores the strengths and tensions of online teacher training, has become a key resource in the field."

<div class="cArrow"> </div><div class="cContentInner">"Chris Dede, a professor of learning technology at the Harvard Graduate School of Education, is a leading authority on online teacher professional development. For 16 years, beginning in the early 1990s, Dede taught a course at HGSE called "Learning Media That Bridge Distance and Time." The rapid changes in interactive technology during that period brought the potential of online teacher learning into sharp focus for Dede. "I saw it as an important way of scaling up quality instructional practice, and an important lever for education reform, but also I saw that it wasn't going far very fast," he explains. Dede's investigations into online professional development led him to gather a group of researchers, distance-learning experts, and professional development providers at a conference at Harvard in 2005, and subsequently to publish, as editor, Online Professional Development for Teachers: Emerging Models and Methods (2006). The book, which explores the strengths and tensions of online teacher training, has become a key resource in the field."</div>

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