Relational constructionist concepts supported by the community of inquiry model promotes the development of student voices …
… based on their shared experiences and not on expectations from others
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Social Learning in the Context of OpenLearnKasiaKAka
This document discusses social learning on the OpenLearn platform. It defines social learning and the importance of learner-centered and collaborative approaches. It describes the types of learners and activities on OpenLearn, including participating in discussions, creating profiles, and observing others. Motivations for social interaction are examined, such as exploring content and connecting with others. The potential for OpenLearn to support lifelong learning and key competencies through flexible, personalized learning and networking is also discussed.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
This document discusses terminology related to online learning in higher education. It addresses three key terms - learning, knowledge, and competence - at theoretical, technological, and practical levels. At a theoretical level, it draws on concepts from Bateson's levels of learning and connectivism. At a technological level, it examines terminology in relation to distance education, online learning, MOOCs, and digital skills. At a practical level, it considers how concepts may be applied in a "global online university" and evaluated using traditional and innovative methods. The document hypothesizes that higher-level learning (Learning III) involves enhancing competence through "meta-communication" in globally heterogeneous online learning communities. It argues that MOOCs have potential to
This master's thesis examines learning processes in higher education in the context of digitalization and technology. It analyzes how heterogeneity in global online courses impacts learning and knowledge generation. The author conducted a literature review on learning theories including connectivism and Bateson's levels of learning. The thesis finds that current approaches do not fully address changed learning processes and proposes that interdisciplinary research is needed using methods like meta-communication to evaluate learning at different levels. The author calls for a new learning culture and research approaches to understand emerging learning phenomena in a digital world.
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Social Learning in the Context of OpenLearnKasiaKAka
This document discusses social learning on the OpenLearn platform. It defines social learning and the importance of learner-centered and collaborative approaches. It describes the types of learners and activities on OpenLearn, including participating in discussions, creating profiles, and observing others. Motivations for social interaction are examined, such as exploring content and connecting with others. The potential for OpenLearn to support lifelong learning and key competencies through flexible, personalized learning and networking is also discussed.
This document summarizes a study that examined how weblogs were used to create communities of learning among students in a higher education course. The study found that the 76 students formed into groups of 6-7 students and each group created a weblog. By contributing to and interacting on each other's weblogs, the students were able to share knowledge, provide peer support and encouragement, and work towards common learning goals as a community. The weblogs allowed the students to learn from each other in a way that transcended boundaries and helped develop their identities as members of the learning community. The study concluded that communities of learning can result in significant student learning when supported by technologies like weblogs.
This document discusses terminology related to online learning in higher education. It addresses three key terms - learning, knowledge, and competence - at theoretical, technological, and practical levels. At a theoretical level, it draws on concepts from Bateson's levels of learning and connectivism. At a technological level, it examines terminology in relation to distance education, online learning, MOOCs, and digital skills. At a practical level, it considers how concepts may be applied in a "global online university" and evaluated using traditional and innovative methods. The document hypothesizes that higher-level learning (Learning III) involves enhancing competence through "meta-communication" in globally heterogeneous online learning communities. It argues that MOOCs have potential to
This master's thesis examines learning processes in higher education in the context of digitalization and technology. It analyzes how heterogeneity in global online courses impacts learning and knowledge generation. The author conducted a literature review on learning theories including connectivism and Bateson's levels of learning. The thesis finds that current approaches do not fully address changed learning processes and proposes that interdisciplinary research is needed using methods like meta-communication to evaluate learning at different levels. The author calls for a new learning culture and research approaches to understand emerging learning phenomena in a digital world.
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
Blended Learning Course ware: Introduction to Poetry Eftekhar Uddin
The document discusses using a blended learning approach in a large, mixed ability poetry classroom at a private university. The author's goal was to engage students in active learning outside of class through collaboration and individualized feedback. To address this, the author proposes using Moodle, an open-source online platform, to supplement face-to-face instruction. Key aspects of the blended approach discussed include social constructivism, formative assessment, and utilizing Moodle features like forums, quizzes, and groups to facilitate collaboration between students.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
The document discusses teaching and learning in 3D virtual environments. It describes a virtual environment called the AET Zone that was created at Appalachian State University to facilitate collaborative learning. The AET Zone utilizes social constructivist pedagogy and aims to develop a sense of presence and co-presence among students. Research suggests these factors are important for building online communities and creating authentic learning experiences. The document also introduces a framework called Presence Pedagogy that describes how educators can best interact with and engage learners in virtual environments.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
Personal learning networks (PLNs) are the formal and informal connections made up of people like teachers, colleagues, parents, and experts that provide learning opportunities. They assist with sharing new ideas, resources, feedback, and support. PLNs are developed through interactions on social networking tools for professional purposes. They allow learners to take control of and manage their own lifelong learning by connecting to others, collaborating, and accessing aggregated knowledge. Key aspects of effective PLNs include learner autonomy, connectedness, collaboration, and flexibility.
Technology As Pedagogy: The Rhetoric of Learning Management Systemsalbeaudin
The document summarizes Andrea Beaudin's research analyzing the assumptions and implications of course and learning management systems (CMS/LMS) from a rhetorical perspective. It discusses how CMS/LMS are not neutral technologies but can influence pedagogy and shape relationships through their design. The research examines how CMS/LMS may function as tools of "technological hegemony" and control, and implications for concepts like academic freedom. It provides examples of rhetoric used by Blackboard, Moodle, and a writing studio to promote their CMS/LMS.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
E-portfolios have the potential to provide a holistic record of a learner's experiences both inside and outside of their academic studies. They allow learners to curate digital artifacts, reflect on their learning and achievements, and receive feedback from instructors. E-portfolios also enable integrative learning by connecting experiences from various contexts. While they face challenges like issues of assessment rigor and students' digital skills, e-portfolios may help transform higher education by shifting responsibility for learning to students and emphasizing collaboration, reflection, and discussion over traditional teaching methods.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may be better in some ways because peers can explain concepts in simpler terms and from a learner's perspective. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented
Universal Design for Learning (UDL) provides flexible approaches to instructional goals, methods, materials, and assessments to meet the needs of all students. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. UDL incorporates different learning styles and allows students to learn through various forms of media and demonstrate their knowledge in different ways. Teachers can implement UDL through their instructional methods and use of technology to create inclusive classrooms focused on students' individual needs and learning styles.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Connected learning is an approach to education that combines students' academic and non-academic learning experiences. It links learning across in-school, out-of-school, online spaces facilitated by social media and technology. Connected learning is interest-driven, socially embedded, and focused on educational, economic or political opportunities. Teachers who adopt connected learning themselves can better incorporate new technologies into their own classrooms to update their skills.
This document provides information on guidance and counseling. It defines key terms like guidance and counselor. It describes guidance as a process to help individuals solve problems and pursue suitable paths. Counseling involves a relationship between two people to help one resolve issues. The document outlines various principles, elements, types and phases of guidance and counseling. It emphasizes that guidance is a continuous process to assist individual development rather than direct it. Qualities of effective counselors and organizing guidance programs in educational institutions are also discussed.
This document discusses guidance and counseling in nursing education. It provides definitions of guidance and counseling, outlines some principles of guidance and counseling including that it aims to help individuals discover themselves and achieve their maximum potential. It also discusses some current issues in nursing education and practice that counseling can help address, such as lack of job satisfaction, long working hours, and inadequate facilities. Overall the document presents an overview of the concepts and need for guidance and counseling in nursing.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
Blended Learning Course ware: Introduction to Poetry Eftekhar Uddin
The document discusses using a blended learning approach in a large, mixed ability poetry classroom at a private university. The author's goal was to engage students in active learning outside of class through collaboration and individualized feedback. To address this, the author proposes using Moodle, an open-source online platform, to supplement face-to-face instruction. Key aspects of the blended approach discussed include social constructivism, formative assessment, and utilizing Moodle features like forums, quizzes, and groups to facilitate collaboration between students.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
The document discusses teaching and learning in 3D virtual environments. It describes a virtual environment called the AET Zone that was created at Appalachian State University to facilitate collaborative learning. The AET Zone utilizes social constructivist pedagogy and aims to develop a sense of presence and co-presence among students. Research suggests these factors are important for building online communities and creating authentic learning experiences. The document also introduces a framework called Presence Pedagogy that describes how educators can best interact with and engage learners in virtual environments.
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
Personal learning networks (PLNs) are the formal and informal connections made up of people like teachers, colleagues, parents, and experts that provide learning opportunities. They assist with sharing new ideas, resources, feedback, and support. PLNs are developed through interactions on social networking tools for professional purposes. They allow learners to take control of and manage their own lifelong learning by connecting to others, collaborating, and accessing aggregated knowledge. Key aspects of effective PLNs include learner autonomy, connectedness, collaboration, and flexibility.
Technology As Pedagogy: The Rhetoric of Learning Management Systemsalbeaudin
The document summarizes Andrea Beaudin's research analyzing the assumptions and implications of course and learning management systems (CMS/LMS) from a rhetorical perspective. It discusses how CMS/LMS are not neutral technologies but can influence pedagogy and shape relationships through their design. The research examines how CMS/LMS may function as tools of "technological hegemony" and control, and implications for concepts like academic freedom. It provides examples of rhetoric used by Blackboard, Moodle, and a writing studio to promote their CMS/LMS.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
E-portfolios have the potential to provide a holistic record of a learner's experiences both inside and outside of their academic studies. They allow learners to curate digital artifacts, reflect on their learning and achievements, and receive feedback from instructors. E-portfolios also enable integrative learning by connecting experiences from various contexts. While they face challenges like issues of assessment rigor and students' digital skills, e-portfolios may help transform higher education by shifting responsibility for learning to students and emphasizing collaboration, reflection, and discussion over traditional teaching methods.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may be better in some ways because peers can explain concepts in simpler terms and from a learner's perspective. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented
Universal Design for Learning (UDL) provides flexible approaches to instructional goals, methods, materials, and assessments to meet the needs of all students. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. UDL incorporates different learning styles and allows students to learn through various forms of media and demonstrate their knowledge in different ways. Teachers can implement UDL through their instructional methods and use of technology to create inclusive classrooms focused on students' individual needs and learning styles.
This document discusses learning design and instructional design. It provides definitions of learning design from various sources, which emphasize the planning and structuring of learning experiences and activities. The document also discusses elements of learning design like objectives, environment, and assessment. It compares learning design and instructional design, and presents different models and tools that can be used for design, including ADDIE, Merrill's principles, and Bloom's taxonomy. Finally, it addresses some common myths around design and the roles of facilitators.
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
New presentation on Personal Learning Environments from conference on Scaffolding Learning - Web 2.0 and e-Portfolios at the University of South Denmark, May 2007
Connected learning is an approach to education that combines students' academic and non-academic learning experiences. It links learning across in-school, out-of-school, online spaces facilitated by social media and technology. Connected learning is interest-driven, socially embedded, and focused on educational, economic or political opportunities. Teachers who adopt connected learning themselves can better incorporate new technologies into their own classrooms to update their skills.
This document provides information on guidance and counseling. It defines key terms like guidance and counselor. It describes guidance as a process to help individuals solve problems and pursue suitable paths. Counseling involves a relationship between two people to help one resolve issues. The document outlines various principles, elements, types and phases of guidance and counseling. It emphasizes that guidance is a continuous process to assist individual development rather than direct it. Qualities of effective counselors and organizing guidance programs in educational institutions are also discussed.
This document discusses guidance and counseling in nursing education. It provides definitions of guidance and counseling, outlines some principles of guidance and counseling including that it aims to help individuals discover themselves and achieve their maximum potential. It also discusses some current issues in nursing education and practice that counseling can help address, such as lack of job satisfaction, long working hours, and inadequate facilities. Overall the document presents an overview of the concepts and need for guidance and counseling in nursing.
The document discusses teaching skills, microteaching, and how teachers can improve their teaching abilities. It states that teaching is facilitating learning through establishing harmonious relationships between teacher, student, and subject. Microteaching is introduced as a technique used to help teachers master teaching skills through practicing short lessons with feedback. The key aspects of microteaching are the cycle of plan, teach, feedback, re-plan, re-teach, re-feedback and its use of modeling, feedback, controlled setting, and skill integration to improve teaching abilities.
Services of the Guidance Office:
1. Individual Inventory
2. Information
3. Counseling
4. Assessment and Appraisal
5. Referral
6. Follow-up
7. Consultation
8. Research and Evaluation
9. Prevention and Wellness
The document defines guidance services as procedures, tools, and facilities that assist individuals in securing knowledge and skills needed to make plans and interpret life. It discusses the purposes of guidance services in helping students recognize their potential, adjust to school, and develop coping skills. The scope of guidance services includes services for individuals, staff, and evaluating programs. Basic guidance services outlined are information services, individual inventories, placement, counseling, vocational/career services, remedial/enrichment services, and follow-up services. Guidance activities to support each service are also described.
Guidance and counselling provide assistance to help individuals develop personally and professionally. Guidance is broader and aims to help people understand alternatives and make wise choices, while counselling focuses more on inward analysis of problems. Both guidance and counselling have the goals of facilitating adjustment, optimal development, and helping individuals live productive lives. Effective guidance and counselling require principles like respecting individual differences and focusing on each person's needs and abilities. Schools need qualified counsellors and guidance services to support students' well-being and achievement.
The document discusses using a portfolio approach to teaching and learning. It proposes that portfolios can be used in three spheres: personal, community of inquiry, and demonstration of competency. In the personal sphere, portfolios allow individuals to capture ideas and make connections. In the community sphere, portfolios facilitate sharing ideas and learning from others. In the competency sphere, portfolios are curated to showcase learning for stakeholders. The portfolio approach provides a framework for managing 21st century learning by giving structure to educational processes and better capturing ideas through clear intentions.
Hybrid online learning: An introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in face-to-face classrooms. Hybrid learning combines online and in-person instruction, allowing students to access resources and knowledge beyond the classroom. Standards from the American Association of School Librarians and Common Core emphasize students' need to use technology as a learning tool. Research suggests hybrid models provide individualized learning while maintaining social support from classmates and teachers. The document provides tips for collaborative online learning and lists popular platforms to integrate online content and activities into face-to-face courses.
Hybrid online learning: An Introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in classrooms. Hybrid learning involves adding online delivery of content and instruction to traditional face-to-face teaching. It can provide students with greater flexibility, engagement, and access to knowledge beyond what is taught in the classroom. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, media literacy, and use of technology that hybrid learning supports. The document provides examples of online learning platforms and guidelines for creating collaborative online learning communities.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
The document discusses the benefits and guidelines for implementing hybrid online learning in K-12 classrooms. It argues that hybrid models can provide students with greater engagement, flexibility, and access to knowledge beyond the classroom by combining online and face-to-face learning. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, analysis, collaboration, and use of technology that are well-suited to hybrid environments. Recommendations include building an online community, using various technologies to encourage interaction, and assigning collaborative tasks.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
e-education: extended teaching and learning spacesYadi Muliadi
The document proposes a model for e-education that utilizes extended teaching and learning spaces enabled by technology. It defines e-education as an overarching term and discusses how technology can reconcile educational philosophies and the teacher-student dichotomy. The model suggests that technology allows for extended teaching spaces where teachers can execute, facilitate, and liberate learning, as well as extended learning spaces where students can acquire, apply, and construct knowledge through resources, collaboration and communities. Reflection and dialogue are important aspects of learning that extended spaces can support.
This document provides an introduction and overview of an interaction design methods course. It outlines the course objectives, structure, themes, and assessment methods. The course aims to provide both practical and theoretical skills in interaction design. It is structured around 7 meetings, a group project, and independent work. Students will work through various design methods like idea generation, personas, prototyping. Assessment is based on open badges earned for assignments. The document discusses using badges to recognize different skills and provides examples of badge levels. It also introduces the learning environment and resources like blogs, Moodle, and GitHub that will be used.
Computers & Education 55 (2010) 1721–1731
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier.com/locate/compedu
Learning presence: Towards a theory of self-efficacy, self-regulation, and the
development of a communities of inquiry in online and blended learning
environments
Peter Shea a,*, Temi Bidjerano b
a University at Albany, State University of New York, Albany, NY 12222, United States
b Furman University, Greenville, SC 29613, United States
a r t i c l e i n f o
Article history:
Received 13 April 2010
Received in revised form
20 July 2010
Accepted 21 July 2010
Keywords:
Online learning
Community of inquiry framework
Learning presence
Teaching presence
Social presence
Cognitive presence
Self-efficacy
* Corresponding author.
E-mail addresses: [email protected] (P. Sh
0360-1315/$ – see front matter � 2010 Elsevier Ltd. A
doi:10.1016/j.compedu.2010.07.017
a b s t r a c t
In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000)
suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-
year institutions in which we examine the relationship between learner self-efficacy measures and their
ratings of the quality of their learning in virtual environments. We conclude that a positive relationship
exists between elements of the CoI framework and between elements of a nascent theoretical construct
that we label “learning presence”. We suggest that learning presence represents elements such as self-
efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner
self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute
to a more thorough account of knowledge construction in technology-mediated environments
expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning
presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of
Inquiry in Online and Blended Learning Environments.
� 2010 Elsevier Ltd. All rights reserved.
1. Introduction
Online education continues to grow and is playing and increasingly significant role in US higher education. Recent research indicates that
more 4 million higher education learners, i.e. 25% of all college students, are enrolled in at least one online course (Allen & Seaman, 2010)
This represents an increase of more than 100% from just four years ago. In addition to this rapid growth, research is beginning to emerge
indicating that online education has transcended the “no significant difference” phenomena. For more than a decade the accepted wisdom
has been that online education and its predecessor, “distance learning” resulted in no significant difference relative to learning outcomes
achieved through classroom ins.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
The document presents an analysis of applying an Interactive Learning Taxonomy (ILT) framework in an online course. The ILT aims to promote interactivity through student-content, student-teacher, and student-student interactions. The study examines an online teaching course where students designed blog lessons applying the ILT stages of invitation, involvement, investigation, insight, and implementation. Preliminary data found the ILT supported reflection, thinking, discourse, and transforming learning when interactivity replaced passivity.
The document discusses developing outcomes-based courses in flexible learning modes. It defines flexible learning as learning that provides substantial control over logistics like location and timing to the learner. Key components of flexible courses include well-structured knowledge, learning activities, communication, learner support, and assessments. Dimensions of flexibility include goals, methods, assessments, resources, communication, and technology used. The document provides strategies for designing interactive learning sequences and engaging students with content through varied resources, support, assessments, and activities.
The document discusses blended learning and the integration of web technologies into language teaching. It defines blended learning as combining online and offline instruction. Blended learning provides benefits for both students and faculty by offering flexibility and active learning opportunities. However, a shift is needed from a teacher-centered approach to a more student-centered one that fosters autonomy and takes advantage of web tools. Constructivism, connectivism, and Web 2.0 can support this shift by emphasizing social and informal learning.
Keynote presentation at the Technology and Innovation in Learning, Teaching and Education Conference (TECH-EDU 2018), 20-22 June 2018, Thessaloniki, Greece.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
This document discusses incorporating iPads into an elementary reading block using a blended learning model. It proposes a plan where students access materials, participate in online discussions, and use ePortfolios on iPads while the teacher manages discussions and provides individual support. Data collection includes student surveys, reflections, and portfolios. Analysis found students engaged when using iPads, enjoyed collaborating, and organizing was easier. Most students felt using iPads for reading was "awesome". Next steps discuss incorporating ePortfolios to help students become self-regulated learners.
Elizabeth lam model_of_effective_instruction_week2lizeeh
SlideShare is a website that allows users to share presentations, documents, videos, and webinars. It has a large audience of over 15 million uploads covering many topics. Content on SlideShare can be easily embedded and shared on websites, blogs, LinkedIn, Twitter, and Facebook. SlideShare is free to use and requires no additional plugins, making it accessible to anyone with an internet connection.
This document discusses engaging students in education. It argues that education is a community affair where teachers present information to students and reconsider based on student feedback. It emphasizes creating a safe learning environment with freedom, passion, curiosity and purpose. It also discusses making thinking visible by expressing ideas externally, managing ideas by capturing, sharing, manipulating and carrying ideas forward, and adopting a pedagogy of freedom where individual and community narratives of learning are made visible while maintaining individual and institutional voices.
Paul Leslie gave a presentation on idea management for teaching and learning. He discussed the need for students to capture ideas from group and personal work, share, manipulate, reconfigure, and carry ideas forward. However, students currently lack ways to effectively store and manage their ideas. Leslie proposed using tools like Google Drive, YouTube, Twitter, and LinkedIn to allow students to create personal and community portfolios for storing ideas. These portfolios could then be used for assessment of learning.
How can we increase engagement in teaching and learning activities by encourage the development of teaching presence in the Community of Inquiry model framework.
The document discusses the portfolio approach to teaching and learning. It proposes that the portfolio approach provides methods to make thinking visible through tools like blogs, cloud storage, and social media. It incorporates three overlapping spheres: the personal portfolio, community of inquiry, and demonstration of competency. The portfolio approach allows practitioners to be intentional lifelong learners and better contribute to their communities. The document then outlines three research questions regarding these spheres and the methodology of autoethnographic reviews and interviews to examine them.
This document discusses inclusive technology and its benefits. Inclusive technology refers to technologies that can help people with a wide range of challenges, from blindness to dyslexia. Examples include mobile phones, iPads, and laptops. The key difference from assistive technology is that inclusive technology uses tools that everyone has access to. This has advantages in that no one knows you need assistive features, you don't need to purchase special equipment, and it's easier to get help with tools everyone uses. The document then directs readers to explore accessibility features on the iPad like text-to-speech that demonstrate inclusive technologies.
This document discusses mind mapping and concept mapping tools that can be used to visually organize and represent non-linear ideas and concepts. It notes that ideas are rarely straightforward and may overlap, and that mind maps can help create pictures in our minds to see alternatives, other points of view, and context. It encourages using the mind mapping tool Popplet to make thinking visible by creating a mind map, telling a story, and showing thinking to others.
This document provides information about a mobile learning unit workshop series on digital storytelling for teachers. It discusses telling a story by considering who tells it, who it's told to, and its purpose. The document also notes that good stories can vary in length and lists some digital tools for storytelling, including making cartoon videos with Powtoon, making comics with Comic Life, and creating puppet movies with Puppet Pals.
The document discusses a mobile learning workshop series for teachers focused on communicating with technology. The workshops cover using a mobile device to communicate through presentation portfolios to manage work and share with colleagues, communicating with stakeholders through various tools like Google Drive and online calendars, and using Google services like Gmail, Drive, and Blogger to consolidate communications. The workshops provide examples for teachers to test communicating on an iPad.
This document provides information about workshops for teachers on mobile learning and presentation portfolios. It discusses using a portfolio to manage personal work, share with colleagues, and demonstrate competency. The portfolio can serve three purposes and include curations with reusable learning objects. Teachers are encouraged to review example portfolios on a blogger site to learn how to best utilize the portfolio approach for teaching and learning.
The document discusses the history and principles of free/libre/open source software (FLOSS). It outlines the four freedoms that define free software: running software for any purpose, studying and modifying source code, redistributing copies, and distributing modified versions. Major developments in FLOSS are noted from 1991 to 2004. The document also describes open source licenses, repositories, and major institutions that support open development. It encourages participation through using, reporting issues with, and helping others use FLOSS.
Appreciative Inquiry is an organizational development approach that focuses on what works well within an organization rather than focusing on problems. It is based on the assumptions that organizations are constantly changing, people have more confidence to change when building on past successes, and valuing differences is important. The key principles are to appreciate the best parts of an organization, apply existing knowledge of what works well, provoke new ideas, and collaborate through collective participation. The 4-D model involves defining the organization's strengths, discovering themes about what works well, dreaming about possibilities to build on strengths, and designing a plan to achieve the shared vision.
Paul Leslie from the Education Faculty at Sharjah Women's College discusses using rubrics for grading. A rubric is provided that evaluates student work across four categories: critical understanding, structure and organization, references, and language usage. Each category is worth a different percentage of the total grade. Scores are assigned on a scale of 1-10 for each category. An example of a completed rubric is shown grading a student's work. The grades for each category are multiplied by the category's weight and added together to calculate the student's total score in Excel. Resources are also provided on the Excel sheet used, rubric grading, and using discussion boards for assessment.
This document outlines the key components to include when mapping an educational program, including the context of the program within the larger community college, the entry points and outcomes of the program, the courses that make up the program and other related courses, the sequencing and connections between courses, culminating or capstone experiences, and assessments. It provides guidance on creating a visual map of the overall program structure and curriculum.
This document outlines the planning process for developing a website, including defining business objectives, target audience, and site purpose. It discusses key planning documents like sitemaps, wireframes, storyboards and flowcharts. Different types of websites are described like e-commerce, blogs, forums and social networks. The target audience's demographics, technical skills and technology access are important factors. Finally, it stresses the importance of website security measures that vary depending on the site's purpose and content.
This document provides instructions for using various features of a web browser. It discusses how to use the home, print, back, forward, refresh, and stop buttons. It also explains how to find text on a page, change view options like zoom and text size, and manage favorites. Additional sections cover turning off multimedia, deleting browsing history, and working offline. Review questions at the end test the reader's understanding of how to perform various browsing tasks like changing home page, reloading pages, or finding previously visited websites.
1. The document discusses domain names, IP addresses, and how the Domain Name System (DNS) links domain names to IP addresses.
2. DNS allows users to enter easy-to-remember domain names like "google.com" instead of hard-to-remember IP addresses like "209.85.148.104" when browsing the web.
3. When a user enters a domain name in their browser, the browser uses DNS to find the domain name's corresponding IP address and connect to the proper web server.
This document discusses key concepts related to website design and construction including:
- Internet protocols like IP, TCP, and HTTP that enable communication and transfer of information between servers and clients.
- Standards like URLs that describe web addresses and locations of documents, and how different protocols like HTTP and FTP provide different types of services.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Pre service teachers and the relational construction of teaching knowledge
1. PRE-SERVICE TEACHERS AND THE
RELATIONAL CONSTRUCTION OF
TEACHING KNOWLEDGE
PAUL LESLIE
PAUL@PAULLESLIE.NET
SHARJAH HIGHER COLLEGES, UAE
INTED MAR 2-4, 2015
MADRID, SPAIN
WWW.PAULLESLIE.NET
2. Abstract
Relational constructionist concepts supported by the community of inquiry
model promotes the development of student voices …
… based on their shared experiences and not on expectations from others
3. Portfolio approach to learning
To manage ‘21st century learning’, the concept of a ‘portfolio approach to learning’ offers a
framework in which to pursue educational activities.
“… holistic approach to teaching and learning that encompasses the varied activities involved
in providing an educational experience” (Leslie, 2012, p. 166).
INTRODUCTION
4. Portfolio approach to learning
INTRODUCTION
capture their ideas
externalize ideas
make connections
between ideas
Share those ideas
Benefit from other’s
experience and knowledge
Create curations
collections of work for
various stakeholders
The “portfolio” in a ‘portfolio approach to learning’ refers to an actual portfolio
that starts at the beginning of learning and allows students and teachers alike to…
5. Theory and practice: Theory
Freire (1970/2000) states that liberated educators and students share their thoughts and ideas
and then reconsider all ideas as expressed by their community.
This idea highlights the relational construction base upon which the portfolio approach is
constructed
LITERATURE REVIEW
6. Theory and practice: Practice
Figure 1: Community of Inquiry (Garrison, Anderson & Archer,
2000, p. 88).
The Community of Inquiry model provides a
framework for portfolio learning.
Teaching presence:
comes from all participants
provides guidance and direction to the
community
(Cleveland-Innes & Garrison; 2010)
LITERATURE REVIEW
7. Context of the study
At the Higher Colleges of Technology, all Education students are required to develop and
maintain an e-Portfolio.
Participants:
30 students from a fourth year cohort of the Educational Technology Program at Sharjah
Women’s College (SWC), whom I taught for 4 years.
From this cohort, three groups of five students participated in focus groups
Paper-based surveys were conducted with members of the first and third year cohorts.
Artefacts from all e-portfolios of each cohort were examined, initially for assessment purposes
and subsequently for this paper.
8. Portfolio as a teaching and learning tool
The associated paper investigates how web 2.0 tools and activities may best support teaching
and learning through the concept of a ‘portfolio approach to learning’ as social process in a 21st
century classroom.
INTRODUCTION
9. Portfolio learning tools
Mahara eportfolio system
SharePoint MySites
Various social media tools including:
Blogs (Blogger, WordPress)
Discussion boards (Moodle, Blackboard – exported to HTML)
Microblogs (Twitter, Instagram)
Various cloud storage tools
Image storage (Flickr, Picasa)
Documents (Google Drive, DropBox, SkyDrive)
10. Relational construction
Social media and cloud based tools allow people time to present a more focused and thus
greater voice in their own affairs, minimizing the influence of power structures interfering with
their desire to say what they really think.
Participant comments:
“In real life, I don’t like to argue with someone about my opinion but in social sites, I say my
opinion.”
“Online, people are more open to what they say. We can ask anything without having to be shy.”
FINDINGS
11. Teaching presence
In a portfolio process, the responses and guidance which comprise a teaching presence need
to come from all participants as much as from the teacher.
Students are given guidance and ‘permission’ to question each other.
Participant comments:
“They are looking at our work and doing their work according to your own work and this is very
motivating to do more work.”
FINDINGS
12. Portfolio: Curation of ideas as artefacts
An aggregator site (e.g. Mahara) provides a
community.
Numerous curations can be presented, often
using the very same artefacts, organized
according to stakeholder needs
Participant comments:
“If it is an e-portfolio, everything can be shared
easily and even students and parents can see
parts of the work and materials.”
FINDINGS
14. Conclusion
Curations are based on feedback from teaching presence …
Feedback allows for discerning curation of portfolio artefacts for specific audiences.
All participants, including the teacher, benefit from better curations.
Participant comments:
“I think teachers need to develop their ideas and they can do this by seeing other people’s work
and share their ideas through their journals.”
15. References
Higher Colleges of Technology. (2013, August 29). EDU 1302. Retrieved from Higher Colleges of Technology - Curricunet:
http://www.curricunet.com/HCT/reports/record_outline.cfm?courses_id=7353
Barrett, H. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.
doi:10.1598/JAAL.50.6.2
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education,
2(2-3), 87-105. Retrieved September 1, 2012, from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education. San Francisco: Jossey-Bass.
Leslie, P. (2012, September). Portfolio Approach to Learning: Application with Educational Technology Students. In Dowling, S. (ed.), Opening up Learning (Vol. 1, pp. 153-162).
Abu Dhabi: HCT Press. Retrieved from http://shct.hct.ac.ae/events/edtechpd2013/articles2012/index.asp
Freire, P. (2000). Pedagogy of the Opppresed. New York: Bloomsbury Academic.
Ash, S., & Clayton, P. (2009). Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher
Education, 1, 25-48.
Leslie, P. (2013). Communities of Inquiry and Assessment: Graded Discussions. In Dowling, S. (ed), Redefining Learning(Vol. 2, pp. 153-164). Abu Dhabi: HCT Press.
Cleveland-Innes, M. F., & Garrison, D. R. (2010). (eds) An Introduction to Distance Education. New York: Routledge.
Haughey, M. (2010). Teaching and Learning in Distance Education Before the Digital Age. In Cleveland-Innes, M. F., & Garrison, D. R. (2010). (eds) An Introduction to Distance
Education. New York: Routledge.