Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.
This is a Timely Intervention by nefg on the Craft of Teaching as an Open Educational Resource, an OER. This looks at how we might apply the Learner-Generated Contexts Group PAH Continuum to our practice with examples from 5 great thinkers.
This the first in a series of monthly uploads. More at the nefg blog; http://nefg01.wordpress.com/
Second in a series of courses that comprise the PRIME Teacher Training Program. Here we look at the Theory of Multiple Intelligences and Learning Styles and how it impacts facilitating learning for ALL students.
This is a Timely Intervention by nefg on the Craft of Teaching as an Open Educational Resource, an OER. This looks at how we might apply the Learner-Generated Contexts Group PAH Continuum to our practice with examples from 5 great thinkers.
This the first in a series of monthly uploads. More at the nefg blog; http://nefg01.wordpress.com/
K-12 presentation with Carole Fullerton on April 15, 2011
What capacities are needed for 21st century learners? What does development of these capacities look like in the classroom?
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
Is it important for learners to grasp the notion of themselves as changing and learning over time in order to gain the full benefits of using e-portfolios? I would argue that from our research as part of the e-portfolio research coalition (http://ncepr.org) it is important.
CLARAfying project: http://utscic.edu.au/projects/uts-projects/science-learning-power
Developing Resilient Agency in Learning: use of CLARA for first year science students with coaching support
A work in progress briefing for the UTS First Year Experience Forum, Sept 2015
Tip # 1 Become Story Centered
Tip # 2 Open evaluation of learning experience increases awareness/trust
Tip # 3 Teach “Around the Circle”
Tip # 4 Build upon a problem-oriented approach
Tip # 5 Encourage goal orientation
Tip # 6 Build upon prior knowledge
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
The Dialogues integrate research-based education provocations with sophisticated teaching and learning analytic tools in an effective change management sequence to create a unique and powerful strategic futuring experience. Participants are supported by experienced facilitators to make visible their bespoke priorities, practice realities and desired teaching and learning outcomes. The Dialogue readies individuals, teams and whole institutions for enhanced practice and outcomes. The Dialogues can also be tailored to specific themes.
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
K-12 presentation with Carole Fullerton on April 15, 2011
What capacities are needed for 21st century learners? What does development of these capacities look like in the classroom?
A curated conversation on how Heutagogy can help develop creativity in learning in our present day education systems. With ideas from key thinkers, practical examples from practitioners, and a range of useful tools for stimulating thinking.
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
Is it important for learners to grasp the notion of themselves as changing and learning over time in order to gain the full benefits of using e-portfolios? I would argue that from our research as part of the e-portfolio research coalition (http://ncepr.org) it is important.
CLARAfying project: http://utscic.edu.au/projects/uts-projects/science-learning-power
Developing Resilient Agency in Learning: use of CLARA for first year science students with coaching support
A work in progress briefing for the UTS First Year Experience Forum, Sept 2015
Tip # 1 Become Story Centered
Tip # 2 Open evaluation of learning experience increases awareness/trust
Tip # 3 Teach “Around the Circle”
Tip # 4 Build upon a problem-oriented approach
Tip # 5 Encourage goal orientation
Tip # 6 Build upon prior knowledge
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
The Dialogues integrate research-based education provocations with sophisticated teaching and learning analytic tools in an effective change management sequence to create a unique and powerful strategic futuring experience. Participants are supported by experienced facilitators to make visible their bespoke priorities, practice realities and desired teaching and learning outcomes. The Dialogue readies individuals, teams and whole institutions for enhanced practice and outcomes. The Dialogues can also be tailored to specific themes.
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
An overview of some thoughts on effective teaching practice with a focus on literacy, emerging technologies and the needs of current and future millennial learners.
Pengembangan pendidikan mengarah pada personalized learning. Design process pendidikan makin lama harus mengikuti tuntutan jaman, serta mendorong self learning yang makin kuat dan pilihan life long learning yang makin mandiri.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Digital Tools and AI for Teaching Learning and Research
Learner Centered Paradigm in Online Education
1. Learner Centered Paradigm in Online Education Concurrent A ra16 4pm HST Barbara Lauridsen, MBA Adjunct Faculty, National University Learner in PhD Information Technology Education, Capella University [email_address] www.barbaralauridsen.com TCC Online Conference April 20-22, 2010 Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
7. T#1a Tip #1 a – Become Story Centered Stories hold the interest of people especially when to provide meaningful insights. Stories help make the unknown lose its uncertainty and ambiguity.
8. T#1b Tip #1 b – Become Story Centered 1. What happened? 2. 3.
9. T#1c Tip #1 c – Become Story Centered 1. What happened? 2. How do we know? 3.
10. T#1d Tip #1 d – Become Story Centered 1. What happened? 2. How do we know? 3. What does it mean?
11. T#1e Tip #1 e – Become Story Centered 1. What happened? 2. How do we know? 3. What does it mean? Heo, H. (2004) “Story telling and retelling as narrative inquiry in cyber learning environments. Department of Computer Education Sunchon National University
35. Learning Styles / Influences What are the influences on how we learn? What is the process we go through to learn? What are the demographics of adult learners now? A successful program is designed to cultivate ways of knowing .
37. Andragogy vs. Pedagogy b Demands of learning Learners balance life responsibilities with chosen demands of lea r ning. Learners can devote more time to the demands of learning, responsibilities are taken care of by someone else Role of instructor (facilitator) Learners are autonomous and self directed. Facilitators guide the learners to their own knowledge Learners rely on the instructor to direct the learning. Fact based lecturing is often the mode of knowledge transmission
38. Andragogy vs. Pedagogy c Life experiences ( stories, lessons) Learners apply lessons from life experiences, recognizing the value in connecting the learning to own knowledge base Learners build a knowledge base and are shown how life experiences connect with the present learning. Learning Purpose Learners become goal oriented and define the purpose served by new information Learners accept instructions to learn certain information Learning Retention Learning is self-initiated, self propelling and long term Learning is compulsory and tends to be forgotten shortly after instruction.
39. Tip #5 Encourage goal orientation… … and define purpose served by new information
40. Tip #5 Encourage goal orientation… … and define purpose served by new information Self-Sabotaging Goal Setting Forces What behaviors exhibit self-sabotage?
41. Tip #6 Build upon prior knowledge a ... “applying knowledge in practice and reflects the concept of learning by doing” (Xu & Quaddus, 2005). In support of the inductive approach, means guiding learners into internalizing lessons for explicit knowledge. A successful program is designed to cultivate ways of knowing .
43. Five Phase Model Applied. Phase Role of Model Role of Model 1 Modeling Real-life tasks with explicit guidance using artifacts and lectures that explain “tricks of the trade” 2 Approximating Scaffolding Coaching and providing immediate feedback to learners 3 Fading, observing and Coaching Delegating coaching to teams, lighten the scaffolding, more dialog instead of lecture style instructions 4 Self-Directed Learning (by individuals and teams) Provide assistance. Encourage requests for further guidance based on direction already established independently. 5 Generalizing contextuality During an end-of-course evaluation generalize what has been accomplished.
47. “ Storying the Curriculum”… a 1. What happened? 2. 3. Tip #4 build upon a problem-oriented approach
48. 1. What happened? 2. How do we know? 3. “ Storying the Curriculum”… b Tip #6 build upon prior knowledge
49. 1. What happened? 2. How do we know? 3. What does it mean? “ Storying the Curriculum”… c Tip #9 evaluate shared learning experience Tip #8 Evaluate our own teaching
50. “ Storying the Curriculum”… . 1. What happened? 2. How do we know? 3. What does it mean? Tip #7 … teacher > mediator > facilitator > mentor
51. Tip #6 Build upon prior knowledge a 1. What happened? 2. 3. Tip #6
52. Tip #6 Build upon prior knowledge b 1. What happened? 2. How do we know? 3. Tip #6
53. Tip #6 Build upon prior knowledge c 1. What happened? 2. How do we know? 3. What does it mean? Tip #6
54. Tip #6 Tip #7 … teacher > mediator > facilitator > mentor
58. Tip #8 Evaluate our own teaching b Tip #8 Evaluation Criteria (end of course survey set up as asynchronous discussion) #1: Which of the learning outcomes was most meaningful to you? Why? #2: Which learning segment of this course engaged you the most? or had the most relevant to your learning agenda? #3: Which lesson was the least interesting to you? ... which did not grab your attention? Why? #4: What event took place in this class that was the most meaningful to you? Why? #5: What lesson or event is this class was the most puzzling or confusing to you? Why? How could it be corrected? #6: If you had an "ah hah!" moment, when the light of understanding turned on, what was it? #7: What was the advantage of doing a case study, together with a virtual team?
59. Tip #8 Evaluate our own teaching c Tip #8 Evaluation Criteria (end of course survey set up as asynchronous discussion) #1: Which of the learning outcomes was most meaningful to you? Why? #2: Which learning segment of this course engaged you the most? or had the most relevant to your learning agenda? #3: Which lesson was the least interesting to you? ... which did not grab your attention? Why? #4: What event took place in this class that was the most meaningful to you? Why? #5: What lesson or event is this class was the most puzzling or confusing to you? Why? How could it be corrected? #6: If you had an "ah hah!" moment, when the light of understanding turned on, what was it? #7: What was the advantage of doing a case study, together with a virtual team?
The abstract for this interactive session is a subset of the paper in the proceedings titled “ Effectiveness of Interaction in Learner Centered Paradigm in Online Education” .
We will be examining and discussion twelve tips for cultivating self-directed learning for adult learners.
When summarizing theories about Narrative Learning, Merriam, Caffarella, & Baumgartner (2007) recognized that narratives take many forms which can be understood as “storying the curriculum” (pp. 207-210). Source for video image: http://www.tampabay.com/specials/2010/reports/antarctic/
Source of video: http://www.tampabay.com/specials/2010/reports/antarctic/ Ask: What is the real story here?
What is the real story here? Edible by everything… profound impact of global climate change Source of the video: http://www.tampabay.com/specials/2010/reports/antarctic/
The visionary philosophy integrates well with an Eastern cultural way of working together within groups and adds value to teams that have cross cultural diversity.
The Teacher Writer: Narrative Theory, Storytelling and Research By Trevor Hay and Julie White Paper Code: WHI05741 http://www.aare.edu.au/05pap/whi05741.pdf Whi05741.pdf
The Teacher Writer: Narrative Theory, Storytelling and Research By Trevor Hay and Julie White Paper Code: WHI05741 http://www.aare.edu.au/05pap/whi05741.pdf Whi05741.pdf
The Teacher Writer: Narrative Theory, Storytelling and Research, by Trevor Hay and Julie White Paper Code: WHI05741, Retrieved from http://www.aare.edu.au/05pap/whi05741.pdf
Story telling and retelling as narrative inquiry in cyber learning environments Heeok Heo Department of Computer Education Sunchon National University http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.85.6678&rep=rep1&type=pdf • Introduction: the learning objective and learning contexts are explained before getting started. • Story telling: the pre-designed animation as a story is presented in the interactive mode. • Articulation: the concepts and principles included in the story are articulated and reviewed in text and graphic styles. • Story retelling: it requires learners to retelling or creating their own story using writing tools and sharing it with others using communication tools. The whole cycle sets up in a recursive, non-linear way, which learners can go ahead and back within the learning process by their choice and in response to the audience.
http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined Ed Schipul
http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined Ed Schipul
http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined Ed Schipul
http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined Ed Schipul
http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined Ed Schipul
http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined Ed Schipul
If it bleeds it leads Crisis Storytelling: Fisher’s Narrative Paradigm and News Reporting Christopher T. Caldiero, Fairleigh Dickinson University American Communication Journal A publication of the American Communication Association http://www.acjournal.org/holdings/vol9/spring/articles/storytelling.html#charts Narratives within News Magazines A close reading of the texts reveals certain stylistic patterns. These patterns are grouped into five different narrative types: 1) individual and collective narratives (stories of individuals and groups), 2) scape-goating (blame) narratives, 3) prevention narratives (narrative passages which discuss how the crisis might have been prevented), 4) imagined futures narratives (narrative passages about the future), and 5) reflection narratives (narrative passages of a “reflective" nature). These elements became recognizable only after examining the coverage of crises in the artifacts.
Source for image: http://oaks.nvg.org/sa3ra7.html The Great Learning. Non-Western ways of thinking is familiar to members of an outsourced team. Merriam, Caffarella, & Baumgartner (2007) acknowledge The Great Learning, which described a holistic approach for adult learning, “a highly complex process, involving commitment, continuous effort” (p. 227) which is more relevant to spiritual development than to acquisition of technical skills. To create harmony and trust in virtual learning teams, an instructor should assume the role of facilitator or mentor by becoming a stakeholder in team successes.
The non-western way of thinking contributes to effective online communications for diverse teams in peer-to-peer collaboration. The philosopher Confucius expressed the insight that “the cultivation of the person depends on the rectifying of the mind” (500 B.C.E) which can be understood as expressing meaning as reasoning that is integrated with observations. Source for image: http://www.geojan.com/wp-content/uploads/colaboration.jpg
While the world is constantly changing, full of challenges and stress, we can recognize an essential knowing that our present reality as an experience of synergy or of disharmony. Stories bring teams together. Source for image: http://oaks.nvg.org/sa3ra7.html
Source for image: http://www.geojan.com/wp-content/uploads/colaboration.jpg
Source for image: http://www.geojan.com/wp-content/uploads/colaboration.jpg
http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETS-A_2009.pdf Building a scenario about the alternatives enlivens team brainstorming and brings out the wisdom of team-thinking. This means going beyond the minimum interpretation of assignments and digging deeper into research. For teachers who engage in growth and leadership, a goal is to demonstrate “a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills” (ISTE, 2008, ¶ 5) in order to meet standards and performance indicators of the programs. A successful program is designed to cultivate ways of knowing.
http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETS-A_2009.pdf Building a scenario about the alternatives enlivens team brainstorming and brings out the wisdom of team-thinking. This means going beyond the minimum interpretation of assignments and digging deeper into research. For teachers who engage in growth and leadership, a goal is to demonstrate “a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills” (ISTE, 2008, ¶ 5) in order to meet standards and performance indicators of the programs. A successful program is designed to cultivate ways of knowing.
Source for images: http://images.google.com/imgres?imgurl=http://www.geojan.com/wp-content/uploads/ http://www.geojan.com/wp-content/uploads/colaboration.jpg
Source for images: http://images.google.com/imgres?imgurl=http://www.geojan.com/wp-content/uploads/ http://www.geojan.com/wp-content/uploads/colaboration.jpg
Source for image: http://www.slideshare.net/eschipul/storytelling-through-social-media-the-modern-narrative-defined
Source: http://www.blog.iqmatrix.com/wp-content/uploads/2008/04/learning-style.jpg “ A positive influence of performance standards is best when it based on awareness of differences in learning styles.”
Moallem found that “integrating student preferences for learning helps the course designers to improve interactivity and social presence in online learning environments” (2008, p. 240). His discussion references Kolb’s framework for basic learning styles integrated with that of Felder & Silverman’s.
Source for image: http://www.leopard-learning.com/images/Kolbcycle.jpg This anticipates that learners can function in a less preferred mode, helping to develop skills in those modes. Understanding the different learning styles of students can put into perspectives the ways in which students respond to instruction or mentoring. This leads to applying the concept of Andragogy compared to pedagogy. Learning Styles These learning styles are as follows: Converger; Diverger; Assimilator; Accomodator; Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problem Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them .
Source for image: http://www.leopard-learning.com/images/Kolbcycle.jpg The goal of different learning styles is intended to suggest teaching each student exclusively in the manner that he or she prefers. In a context of the Myer-Briggs personality types, Felder (1996) concludes that the essence of balanced instruction is to "teach around the cycle," making sure that every style is addressed to some extent by the instructor. If this approach is followed, then all students will receive learning that addresses their preferences in some moments and not being uncomfortable when they are confused.
Source of image: http://www.blog.iqmatrix.com/wp-content/uploads/2008/04/learning-style.jpg
… population stats is an indicator of what? …Tip #4 Build upon a problem-oriented approach Demographic of Online Learners. A professor of learning technology at Harvard described learners as “more sophisticated and the expectations for online professional development are rising” (Dede, 2009, p. 3). Students enrolled in on-line courses are often full time workers with an ambition to gain technical skills perceived to increase success in the information technology (IT) industry. Satisfying the Demand for Online Education. Availability of accurate market data for forecasting future demands for online education is unavailable but can be extrapolated from recently published statistics, so, the models assume a continuation of the status quo. The statistics in Table 1 indicate that the pace of connectivity will continue to escalate as use of video objects and social networking applications soak up the available broadband. Learning objects have taken on the attributes of eCommerce objects for distribution by way of Voice-over-IP. The statistics show an escalation of user growth and penetration.
Now, we will zoom in on detail, from top left down, comparing Andragogy to pedagogy starting with demands of learning, the role played by instructors, live experiences (a source of stories), the purpose of learning and the outcomes of learning experiences.
Source of image: http://www.blog.iqmatrix.com/wp-content/uploads/2008/05/goal-setting-process.jpg
Source of image: http://www.blog.iqmatrix.com/wp-content/uploads/2008/05/goal-setting-process.jpg Ask: What behaviors eliminate self sabotage? Looking for ideas that express the concepts of procrastination, conflicting priorities, weak motivation, lack of confidence, drifting along without a goals…
Figure 3 Noaka's knowledge creation model (cited in Xu & Quaddus, 2005, Figure 1)
http://www.blog.iqmatrix.com/wp-content/uploads/2008/05/goal-setting-process.jpg Ask: What concept(s) illustrated here make the strongest difference for overcoming drift or self sabotage? Looking for the keywords that include the concept of “Motivation”
http://www.ascilite.org.au/conferences/perth97/papers/Harper/Image63.gif http://www.ascilite.org.au/conferences/perth97/papers/Harper/Harper.html Creating Motivating Interactive Learning Environments: a Constructivist View Barry Harper, Barry_Harper@uow.edu.au Graduate School of Education, Faculty of Education John Hedberg, John_Hedberg@uow.edu.au Interactive Multimedia Learning Laboratory http://www.immll.uow.edu.au/ University of Wollongong,
Source of image: http://emergingyouth.files.wordpress.com/2010/02/adobe-flex-developer-writing-mentoring-concept-on-a-white-board.jpg Teacher as a Mediator. The paradigm shift is toward the teacher-as-a-mediator of community of learners. A virtual learning community culture is ideal for joint assignments which evaluate the process of team formation as well as create a high quality deliverable that is a result of inspiration and collaboration. This principle ties to approximating supported by the teacher providing scaffolding between his or her direct experience, the text book, and the students’ level of knowledge. The responsibility is to provide scaffolding when it is necessary
Figure 3 Noaka's knowledge creation model (cited in Xu & Quaddus, 2005, Figure 1)
Critical Incident Questionaire (CIQ). Brookfield (1986) extends an idea put for the by Mezirow (1985) called “perspective formation”, by achieving “critical reflectivity” that “adults come to reflect on their self-images, changes in their self-concepts, question their previously internalized norms (behavioral and moral), and reinterpret their current and past behaviors from a new perspective …” (pp. 213-214). Brookfield (1990) defines critical incidents as brief descriptions written by learners of significant events in their lives. This list is my own adaptation as an online learning end of course survey is shown in using open discussion threads.
My favorite evaluation question is about the lights turning on
Source of image: http://www.cultivate-int.org/issue8/handscape/index.html Ask: When fragments of learning seems to be too scattered, how do you pull them together?
Source of image: http://www.cultivate-int.org/issue8/handscape/index.html Ask: When fragments of learning seems to be too scattered, how do you pull them together?
Source of banner: http://shiftingtheparadigm.org/
Source of banner: http://shiftingtheparadigm.org/ Source of image: http://www.nyrealestatelawblog.com/j0438753.jpg
Source of image: http://www.nyrealestatelawblog.com/j0438753.jpg