The document discusses 12 tips for online education centered around the learner. Tip #1 is to become story centered. Tip #2 is to openly evaluate learning experiences to increase awareness and trust. Tip #3 is to teach "around the circle." Tip #4 is to build upon a problem-oriented approach. Tip #5 is to encourage goal orientation. Tip #6 is to build upon prior knowledge. For part 2, Tip #7 is to follow a path from teacher to moderator to facilitator to mentor. Tip #8 is to evaluate one's own teaching. Tip #9 is to evaluate shared learning experiences. Tip #10 is to cultivate a holistic approach. Tip #11 is to coach, motivate, delegate,
Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Measuring the Effect of “Remembrance Education Style” Road Side Learning as...ijtsrd
The quality of education refers to some of the learning conditions in which information, capabilities and skills have been developed within the excellent appropriate ways. It has mainly essential to take note of that the improvement of intellectual capacities especially associated with inventive speculation. Quality instruction permits people and society to develop and adjust viably to new difficulties that will emerge. In this sense, information should be gained with the way of thinking that this information isnt static yet will advance, be reconfigured eventually. Creativity has been more than perfect cognitive concept. In specific the trait the trait of threat taking, openness, personal, tolerance of vagueness has been observed as playing one of the essential roles in innovation. In this study it has also been stated that the family setting, the school climate assumes a urgent part in the advancement of innovativeness, or its absence of improvement as a rule. To start with, kids procure intellectual capacities and information in school. It also includes all of those participants who are eager to present their views about road side learning and delay in mental development for creativity. As well as the societal speculation of some of the educational resources in innovative training could be taken as the growth of human capital. For entire research methods that are qualitative, quantitative and mixed method the said study is conducted by using the quantitative research methods because this study explores the survey. The above given table and the positive values for the Pearson correlation are representing the positive significant relation among these variables. Prof. Lawrence Lowell "Measuring the Effect of “Remembrance Education Style” (Road-Side Learning) as a Factor that Contributes to the Delay in the Mental Development of a College Student for Creativity" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35724.pdf Paper URL : https://www.ijtsrd.com/management/other/35724/measuring-the-effect-of-“remembrance-education-style” -roadside-learning-as-a-factor-that-contributes-to-the-delay-in-the-mental-development-of-a-college-student-for-creativity/prof-lawrence-lowell
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
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.
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Measuring the Effect of “Remembrance Education Style” Road Side Learning as...ijtsrd
The quality of education refers to some of the learning conditions in which information, capabilities and skills have been developed within the excellent appropriate ways. It has mainly essential to take note of that the improvement of intellectual capacities especially associated with inventive speculation. Quality instruction permits people and society to develop and adjust viably to new difficulties that will emerge. In this sense, information should be gained with the way of thinking that this information isnt static yet will advance, be reconfigured eventually. Creativity has been more than perfect cognitive concept. In specific the trait the trait of threat taking, openness, personal, tolerance of vagueness has been observed as playing one of the essential roles in innovation. In this study it has also been stated that the family setting, the school climate assumes a urgent part in the advancement of innovativeness, or its absence of improvement as a rule. To start with, kids procure intellectual capacities and information in school. It also includes all of those participants who are eager to present their views about road side learning and delay in mental development for creativity. As well as the societal speculation of some of the educational resources in innovative training could be taken as the growth of human capital. For entire research methods that are qualitative, quantitative and mixed method the said study is conducted by using the quantitative research methods because this study explores the survey. The above given table and the positive values for the Pearson correlation are representing the positive significant relation among these variables. Prof. Lawrence Lowell "Measuring the Effect of “Remembrance Education Style” (Road-Side Learning) as a Factor that Contributes to the Delay in the Mental Development of a College Student for Creativity" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35724.pdf Paper URL : https://www.ijtsrd.com/management/other/35724/measuring-the-effect-of-“remembrance-education-style” -roadside-learning-as-a-factor-that-contributes-to-the-delay-in-the-mental-development-of-a-college-student-for-creativity/prof-lawrence-lowell
40 Pedagogies that Work the Same (or Better) Online than in Face-to-Face. From the book "Bringing the Neuroscience of Teaching to Online Learning" (April 2021).
Author: Tracey Tokuhama-Espinosa, Professor at Harvard University, Extension School, and Academic Coordinator at Conexiones: The Learning Sciences Platform
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.
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.
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.
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.
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.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
A presentation given and created with English teachers at BCTELA Conference in Ladner, BC on October 23, 2013. Topics were curriculum design, essential questions, and thematic units.
Instructional Design: If I had known then...Debbie Kell
Presented at the Sloan Foundation eLearning Conference in December in Washington D.C. Summarizes basic instructional design strategies for consideration in distance learning planning and assessment.
Similar to Shifting toward a Learner Centered Paradigm (20)
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Overview on Edible Vaccine: Pros & Cons with Mechanism
Shifting toward a Learner Centered Paradigm
1. Learner Centered Paradigm in Online Education (in 2 parts) Barbara Lauridsen, MBA Core Adjunct Faculty, National University Learner, PhD Information Technology Education, Capella University [email_address] www.barbaralauridsen.com
8. 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.
9. T#1b Tip #1 b – Become Story Centered 1. What happened? 2. 3.
10. T#1c Tip #1 c – Become Story Centered 1. What happened? 2. How do we know? 3.
11. T#1d Tip #1 d – Become Story Centered 1. What happened? 2. How do we know? 3. What does it mean?
12. 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
36. 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 .
38. 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
39. 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.
40. Tip #5 Encourage goal orientation… … and define purpose(s) served by new information
41. Tip #5 Encourage goal orientation… … and define purpose(s) served by new information Self-Sabotaging Goal Setting Forces What behaviors exhibit self-sabotage?
42. 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 .
44. 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.
48. “ Storying the Curriculum”… a 1. What happened? 2. 3. Tip #4 build upon a problem-oriented approach
49. 1. What happened? 2. How do we know? 3. “ Storying the Curriculum”… b Tip #6 build upon prior knowledge
50. 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
51. “ Storying the Curriculum”… . 1. What happened? 2. How do we know? 3. What does it mean? Tip #7 … teacher > mediator > facilitator > mentor
52. Tip #6 Build upon prior knowledge a 1. What happened? 2. 3. Tip #6
53. Tip #6 Build upon prior knowledge b 1. What happened? 2. How do we know? 3. Tip #6
54. Tip #6 Build upon prior knowledge c 1. What happened? 2. How do we know? 3. What does it mean? Tip #6
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
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