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Dugg Lowe

Buy term paper - 0 views

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    If you need to buy term paper badly
Keith Hamon

Brainstorm in Progress: Why MOOCs Work - 2 views

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    For Connectivism, the medium is the message - teaching Connectivism any other way than a MOOC is as ridiculous as buying a book about free, open text books from Amazon.Com. I hope that the critics of MOOCs take the time to actually take a course, even as a lurker - they will gain immensely from the experience, and who knows? They might even learn something.
Stephanie Cooper

Learning through Reflection - 1 views

  • Strategies for Fostering Reflection Hatton and Smith (1995) reported four activites that in in the process of reflection: Action Research Projects Case and cultural studies Practical experiences Structured curriculum tasks: Reading fiction and non-fiction Oral interviews Writing tasks such as narratives, biographies, reflective essays, and keeping journals. However, although these strategies have the potential to encourage reflection, there is little research evidence to show that this is actually being achieved. Obviously "fact" questions do not promote reflection (e.g., What are the functional areas of an air base?). But posing hypothetical situations produced similarly disappointing results (e.g., Assume you have inherited a significant sum of money and wish to buy land in an environmentally sensitive area on which to build. What factors will go into your decision and why?). In contrast, the most successful probe asked learners to write a one page letter to a parent, sibling or other significant person in their lives.
    • Stephanie Cooper
       
      These are great ideas for creating opportunities for reflective practices into discussion questions and outside research.
  • Extending evaluative feedback might have even more powerful effects. Providing probes may cause the learner to continue to think about the topic, such as: "Have you thought about how a skilled operator might do this?" "But how much does safety really get compromised when you don't use safety shoes?" Pointing out other possibilities may also result in additional thinking about relationships among factors not previously considered, such as:  "Another factor you might consider is how many different tools will be required if you use different size bolts in the design?" "But what if the rate of water flow is doubled?" Although such feedback may be provided via written comments, they are probably most powerful when used interactively in interpersonal dialogue. Carrying on a dialogue with one or more learners about the work they have submitted is probably the ultimate in promoting reflection via feedback. But the logistics of doing so and having discussion leaders who are skilled in the content and possess good interpersonal skills may be beyond the capacity of the system to provide; unless it is computer mediated in some way. Other hints for encouraging reflection include: Seek alternatives. View from various perspectives. Seek the framework, theoretical basis, underlying rationale (of behaviors, methods, techniques, programs). Compare and contrast. Put into different/varied contexts. Ask "what if. . . ?" Consider consequences.
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    This may be  useful for the Reflective Practices literacy workshop.
Thomas Clancy

Can Learners Participate At Their Own Level of Expertise? by Mary Arnold : Learning Sol... - 1 views

  • As an early assignment, a facilitator might ask the group to vote on a question, to introduce themselves to the rest of the group, or provide a link to resources they’ve found useful in the past.
    • Keith Hamon
       
      I like starting with a very simple online task that I know most students can complete successfully. Nothing like success to help people feel confident with something new.
    • Thomas Clancy
       
      We are coming to the point of valuing online participation first--good-old buy-in. An improvement in written communication skills WILL follow.
  • The first threaded discussions might evolve from simple polls into exercises where you ask learners to rank choices in the order of their preference and explain the reasons for their choice. Later, you might ask participants to divide into groups (or they might naturally divide into groups on their own) to argue the pros and cons of a particular situation. You can ask specific members to pose questions to the group, submit blog entries, or edit wiki entries for accuracy.
  • Scoring is a motivator because it provides users with feedback. If your learning environment doesn’t include a scoring strategy, look for ways to help the members of the community notice and appreciate one another’s contributions.
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  • Learning communities that sustain themselves over long periods engage in these activities naturally. Members are simply curious about one another’s opinions and know others appreciate their contributions. If learners are engaged in productive conversation without you, avoid the temptation to get caught up in the role of emcee. Ultimately, the goal is to create a learning community that sustains itself with minimal intervention from the learning designer.
  • Consider the scoring strategy Yahoo! Answers uses to award points to its members. New users start with 100 points, the ability to ask up to five questions a day, answer up to 20 questions a day, and comment on 10 answers a day. But if users want the ability to rate other answers with a “thumbs up” or “thumbs down,” they have to earn another 150 points first. To earn those points, they could simply log in once a day for 150 days. If they choose to answer questions, however, they can earn 2 points per question, which would speed up the process. The quickest way to earn a lot of points is to provide the Best Answer for the question. When an Asker selects a Best Answer, the participant who wrote it gets 10 points, and additional points for each “thumbs up” rating from other users.
    • Keith Hamon
       
      Ahh … so we educators can learn a thing or two from the business world. Nice.
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    Scores can be a surprisingly good way to help learners enter the class learning environment at their own level of expertise.
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    Scores can be a surprisingly good way to help learners enter the class learning environment at their own level of expertise.
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