52 Matching Annotations
  1. Oct 2020
    1. The application and integration of video into the community of inquiry (CoI) framework can humanize instructor, social and cognitive presence for effective online learning. The concept of affordances and universal design for learning principles can be applied to design decisions when video is applied to support the CoI model. Knowing that video includes a variety of formats and options beyond the lecture-capture model is essential. Understanding a pedagogy of video – code breaking, meaning making, using, applying, and identifying persona – will ensure that video assets support critical and digital learning outcomes. Design with video can activate deeper reflective practice when applying location, integration, creation, annotation, collaboration, and curation of video assets. Issues when considering video integration into online learning spaces include quality/quantity, open/closed, actor/teacher, asynchronous/synchronous, or live/recorded video.

      Using video is more than content delivery. When employing universal design to the video content the asset will support critical and digital learning outcomes.

    1. The author, Stefan Hrastinski, is a Professor at the Division of Digital Learning and Director of Research Education at the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Sweden. Hrastinski notes the term "blended learning" originated in the 1990's, but is often over generalized. Hrastinski proposes several blended learning models, blended learning conceptualizations, and proposes recomendations for future research.

      Rating: 6/10

    1. The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."

      Rating: 9/10

    1. 15 Fall Scenarios

      The authors, Edward J. Maloney and Joshua Kim, wrote a total of 15 articles describing various scenarios for the university learning environment during COVID-19. This article summarizes each of these more detailed plans including "normal" and moving the Fall term to the Spring. They also describe various learning models including HyFlex, modularity, virtual, and remote.

      Rating: 7/10

    1. Online learning, blended learning, flipped learning, hybrid learning, flexible learning, open learning and distance education are all terms that are often used inter-changeably, but there are significant differences in meaning. More importantly, these forms of education, once considered somewhat esoteric and out of the mainstream of conventional education, are increasingly taking on greater significance and in some cases becoming mainstream themselves. As teachers and instructors become more familiar and confident with online learning and new technologies, there will be more innovative methods developing all the time.

      The author, Anthony Bates, holds a BA in Psychology and a Ph.D. in Educational Administration. He holds over 40 years of teaching experience. In this chapter he proposes online learning is a mode of delivery versus a teaching method. In this chapter Bates compares teaching delivery methods, defines which mode students need, and weighs in on the choice between face-to-face and online teaching.

      Rating: 10/10

  2. Sep 2020
  3. docs.cloudcanal.io docs.cloudcanal.io
    1. In general, the dark grey ports (like the ones we just connected) are for the step-by-step execution of the flow, whereas other colors are for passing data.

      interesting

    1. Independent Variable Manipulation

      Independent variable manipulation is the hallmark of experimental design.

    2. empirical and qualitative evidence suggests that students prefer to have writing feedback delivered electronically.

      This information about student and instructor preferences for submitting coursework online or in person provides the starting point in the argument for providing feedback to students electronically, rather than coming to class with a paper copy and receive handwritten notes on the paper copy.

    3. Writing proficiency is an essential learning outcome for undergraduate education as a whole and, specifically, in postsecondary psychology education. The American Psychological Association (APA, 2013) explicitly names effective writing as a goal in its guidelines for psychology majors,

      Effective writing is a core principle in education, emphasized by the most noted national psychological associations (APA; American Psychological Association). The following sections outline efforts to streamline the methods used instructor to student feedback for essays in a psychology class.

  4. Aug 2020
    1. review teacher notes and the schedule theydesigned for themselves for the week,

      Students are dictating the pace and the content they're working on. The teacher is helping to curate and interpret those materials as students work through the idea.

  5. Jul 2020
  6. May 2020
  7. Apr 2020
  8. Mar 2020
    1. M5 Successful Online Instruction

      Notes


      Basic Principles:


      View this from various perspectives (ID, Teacher, Student POV)


      • Communication with Students
      • Collaboration among students
      • High Expectations
      • Prompt Feedback
      • Active learning experiences
      • Respecting diversity

      structure of instruction

      • Organization
      • Syllabus facilitationinstructional materials *assessments
      • teaching and learning environments + tecvhnologies

      Teacher Roles

      • elaborating course content
      • supervising and moderating discussions
      • supervising indiv. and group projects.
      • grading assignments and providing feedbacks
      • answering all sorts of questions
      • helping students manage their study
      • motivating students Etc.

      Community of Learners

      Cultivate a community of learners and possible group of peers that they can rely on for feedback, sharing knowledge, critiques and fruitful interactions. Assessments would need to be criterion-based (rubric) and product-oriented. Environment has to be adaptable and technology-driven.

      Management

      Communication Very important, specially in fully online. You can create routines, correspondence time, and an open link for gathering around and meeting with the instructor.

      Assignments and grading They are useful to check in on progress. There is a debate on fewer vs. many. Have an expectation set in advance, like the use of rubrics. Provide examples or not?

      Reflection: For art classes a rubric would be good, but not examples. Examples can cause students to copy the example and you want to encourage them to do it well.

      Plagiarism: Teach students about copyright and fair use. Teach students how to cite and provide reference. Provide an institutional policy. Tracing = bad.

      Reflection: How big of a concern would plagiarism be in an art class?

      Review Other Elements in the textbook.

      reflection: Joshua might be fairly good with tech. We need to have some support for future instructors that might take over that class. Provide material for students and instructors on support.

  9. Feb 2020
  10. Dec 2019
    1. First, to illustrate theimportance of the content of instruction as a variable in educa-tional research and as a key component of efforts to improve thequality of instructional practice
  11. Nov 2019
  12. Mar 2019
    1. Gagne's nine events of instruction I am including this page for myself because it is a nice reference back to Gagne's nine events and it gives both an example of each of the events as well as a list of four essential principles. It also includes some of his book titles. rating 4/5

    1. This link is to a three-page PDF that describes Gagne's nine events of instruction, largely in in the form of a graphic. Text is minimized and descriptive text is color coded so it is easy to find underneath the graphic at the top. The layout is simple and easy to follow. A general description of Gagne's work is not part of this page. While this particular presentation does not have personal appeal to me, it is included here due to the quality of the page and because the presentation is more user friendly than most. Rating 4/5

  13. Feb 2019
    1. At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration

      Incorporating technology on its own will not be helpful to us when we are teaching. We must also base what tools we use around the content that we are teaching, our teaching methods and ability to differentiate a lesson, and the type of technology we are trying to incorporate. Technoology is useful when used correctly and wisely, so when we lesson plan, we must think about these before implementing our instruction.

  14. Nov 2018
    1. Students are entitled to a more educative and user-friendly assessment system. They deserve far more feedback -- and opportunities to use it -- as part of the local assessment process.

      Evaluate and reflect on your assessment systems. Do you have a system in the sense that it is longitudinal and recursive? How do you need to adjust your practices to ensure students get this feedback on their learning?

    2. Our job is to teach to the standards, not the test.

      What would it take to go an entire year thinking this way? What habits in planning do you need to address? How would your assignments change?

    3. Inside the Black Box: Raising Standards Through Classroom Assessment
    4. The point of assessment in education is to advance learning, not to merely audit absorption of facts.

      How do we need to change language among teachers and students to change perception? What kinds of practical habits can we adopt?

  15. Sep 2018
    1. There is no debate at this point among scientists that reading is a skill that needs to be explicitly taught by showing children the ways that sounds and letters correspond.
    2. But the science shows clearly that when reading instruction is organized around a defined progression of concepts about how speech is represented by print, kids become better readers. There is also widespread support in the research for the effectiveness of teacher-directed lessons as opposed to letting children discover key concepts about reading on their own.
    3. teacher-directed whole-class phonics lessons with small-group activities to meet the needs of children at different points in the process of learning to read.
  16. Mar 2018
    1. Actively seek out the work of Indigenous creators for inclusion in their collectionsand in addition, institute a robust deselection system that recognizes cultural appropriation and historical inaccuracy.

      This is a trickier one in an academic library. Perhaps a future project could be to do an exploratory essay on historical collections and the challenges they pose?

  17. Nov 2017
  18. Oct 2017
    1. If students do not complete the courses they need to graduate, they can’t progress.

      The #retention perspective in Learning Analytics: learners succeed by completing courses. Can we think of learning success in other ways? Maybe through other forms of recognition than passing grades?

    1. The flexibility and social nature of how technology infuses other aspects of our lives is not captured by the model of Personalized Instruction, which focuses on the isolated individual’s personal path to a fixed end-point. To truly harness the power of modern technology, we need a new vision for educational technology (Enyedy, 2014: 16).
  19. Mar 2017
    1. Learning to complete a whole task involves 4 levels of instruction (preferably modeled):

      Effective instruction should engage students in all four levels of performance: the problem level, the task-level, the operation-level, and the action-level.

    2. First Principles of Instruction

      Click here to see more detailed description of the First Principles of Instruction.

    1. FIRST PRINCIPLES OF INSTRUCTION

      An Elaboration of the First Principles of Instruction.

    2. Much instructional practice concentratesprimarily on the demonstration phase and ig-nores the other phases in this cycle of learning.

      Yes, and also demonstration which is decontextualized, has not audience, no stakeholders...

    3. Many current instructional models suggest thatthe most effective learning products or environ-ments are those that are problem-centered andinvolve the student in four distinct phases oflearning: (a) activation of prior experience, (b)demonstration of skills, (c) application of skills,and (d) integration of these skills into real-worldactivities.

      (a) activation of prior experience (b)demonstration of skills (c) application of skills,and (d) integration of these skills into real-worldactivities

    4. Principle 1—Problem-centered: Learning ispromoted when learners are engaged in solvingreal-world problems.

      In my experience, this is a very powerful principle for learning.It can provide many variables that are not present in traditional learning environments:

                   * Authentic context
                   * Complex problems  
                   * Real stakeholders
                   * Authentic feedback from real stakeholders 
      

      Solving real-world problems can naturally lead to inter-disciplinary work and high levels of motivation if the student is allowed to pick a real world problem that is important for them.

    5. Five firstprinciples are elaborated: (a) Learning ispromoted when learners are engaged insolving real-world problems. (b) Learning ispromoted when existing knowledge isactivated as a foundation for new knowledge.(c) Learning is promoted when new knowledgeis demonstrated to the learner. (d) Learning ispromoted when new knowledge is applied bythe learner. (e) Learning is promoted whennew knowledge is integrated into the learner’sworld.

      nice...

  20. Jun 2016
  21. Apr 2016
    1. I made a universally editable spreadsheet that students could interact with throughout the lesson.

      Is there a way to make this work in an info lit one-shot?

  22. Mar 2014
    1. Then Darius wrote a letter to Megabazus, whom he had left as his general in Thrace, bidding him take the Paeonians from their houses, and bring them to him, men, women, and children.

      Hdt. 5.14 Darius orders his general Megabazus to capture the Paeonians, furthering the Achaemenid incursion into the Hellespont.

  23. Feb 2014
    1. She replied

      1.11. The wife of Candaules instructs Gyges to kill Candaules in his sleep.

    2. But Croesus the Lydian, who was present, was displeased by their advice and spoke against it.

      1.207 Of all Cyrus' generals and advisors Croesus speaks out against the agreed upon plan of 1.206 He instead advises Cyrus to cross the Araxes River and seek battle in the enemy territory.