Apm 2011 presentation with nancy
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2011 CSWE APM Curriculum Workshop Atlanta, Georgia
![Best Practice Strategies for Active Learning and Engagement in Online Teaching By: Jo Ann R. Coe-Regan, PhD [email_address] Nancy K. Brown, PhD [email_address] CSWE-APM Conference 2011 Atlanta, Georgia](https://image.slidesharecdn.com/apm2011presentationwithnancy-111028065917-phpapp01/85/Apm-2011-presentation-with-nancy-1-320.jpg)
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Apm 2011 presentation with nancy
- 1. Best Practice Strategies for Active Learning and Engagement in Online Teaching By: Jo Ann R. Coe-Regan, PhD [email_address] Nancy K. Brown, PhD [email_address] CSWE-APM Conference 2011 Atlanta, Georgia
- 3. Online Engagement from a Student Perspective Dick Schoech, CSWE San Francisco, DE Research
- 4. Online Engagement from a Faculty Perspective Dick Schoech, CSWE San Francisco, DE Research
- 7. How does Active Learning and Engagement happen in the Online Classroom?
- 16. A DECISION MATRIX TO LINK TECHNOLOGY WITH ACTIVE LEARNING AND ENGAGEMENT Perceptions of Innovational Attributes of Television and the Internet BENCHMARKS TO ENSURE QUALITY ONLINE LEARNING COMMITMENT TO GOOD TEACHING PRINCIPLES APPROPRIATE USE OF TECHNOLOGIES THAT FACILITATE AND ENHANCE ACTIVE LEARNING AND ENGAGEMENT DEVELOPMENT OF TEACHING AND LEARNING ACTIVITIES THAT ARE IMPLEMENTED & EVALUATED IN AN ONLINE CLASSROOM
- 32. PARADIGM SHIFT Tapscott, D. (1998). Growing up Digital: The Rise of the Net Generation
- 33. 2010 2004 2004 2008 1998 2007 2005 2003 2001 2003 2005 2008 2004 2006 2004 1999 2005
- 35. The Good, The Bad, The Evil
- 39. SOME OF YOUR CLASSMATES PICTURES
Editor's Notes
- -focused dissertation on distance education -Faculty development
- - In a traditional classroom, it’s fairly easy to tell when you are losing your students. Eyelids droop. Heads start to bob. And you have this funny feeling that the click-clacking of keyboards isn’t the result of copious note-taking. In an online classroom, it’s a little more difficult. Not only is it impossible to tell what students are doing on the other end, but the students have access to so many more distractions that it’s sometimes hard to keep them engaged in their learning.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Technology should not just enhance our current instructional approaches (ie. lecture on Power Point). Have to look back at our fundamental student learning goals for a specific course and brainstorm ways to use technology to enhance student learning. The technology cannot drive the teaching and learning. “ After all, technique is the differentiating force with all technologies” (Hamilton, 1999) People, institutions, companies and society at large, transform technology, any technology, by appropriating it, modifying it, by experimenting with it” (Castells, 2001)
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Use this as audience gauging activity.
- Jobs says technology will amaze, but teachers are still at the epicenter (Newsweek, 2001). Distributed learning is much more than an online substitute for lectures and professors. Distributed learning extends the opportunities for interaction between faculty and student, incorporating simulations and visualizations, as well as collaborative learning. The “any time, anyplace” nature of this new set of electronic educational opportunities may well have its greatest impact on face-to-face education. Since distributed education can occur anywhere and at any time, these conditions can be modified on a number of dimensions. It will involve faculty to determine how these modifications will be made.
- -In all my courses, I have focused on how to best foster the deep learning ideas and development of student thinking skills and use technology that addresses “bottlenecks.” -Technology enables many pedagogical strategies that were impossible or impractical