- May 2024
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digitalcommons.georgiasouthern.edu digitalcommons.georgiasouthern.edu
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it could also indicate a reliance on verbalcues to eliminate the need to keep a calendar.
students not wanting to keep a calendar, is important b/c they need to learn to take responsibility for tasks to prepare for employment
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Self-regulated learn-ers generally take responsibility for their own learning (Loyens,Magda, & Rikers, 2008) by employing meta-cognitive techniques inwhich they actively monitor their progress in their learning and theachievement of their goals. They are able to follow assigned tasks,assess their level of comprehension via reflection and attemptto avoid behaviors that would jeopardize their academic success
student motivation and responsibility
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- Mar 2024
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https://llyfrau.cymru/en/cyfresi-arbennig/dysgu-cymraeg/amdani-dysgwyr/
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- Jan 2023
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hypothes.is hypothes.is假设1
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个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
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- Nov 2022
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community.interledger.org community.interledger.org
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Localisation ≠ Translation To start with, we have been researching, publishing, and producing articles on the topics of localisation to gain a wider understanding for implementing it. Here's some of what we published with @sophie authoring:
Have you thought about crowdsourcing localization via weblate? It includes DeepL and can also be a learning ground, such as Duolingo Immersion.
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- Jul 2022
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via3.hypothes.is via3.hypothes.is
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Here are the rules associated with the free and checked vowels. Theserules apply only to stressed syllables.
.c1
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A few very common complicated rules deserve a bit of deliberate study,particularly for advanced learners.
19.
Rules appear to be more suitable to advanced learners.
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- Jun 2022
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edtechbooks.org edtechbooks.org
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Rose (2015) remarked that the notion of an “average” learner is a misnomer, and learner diversity (rather than uniformity) is actually the norm.
and aren't averages are made up of already varying data points anyway? who decides what "average" comprises/looks like?
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- Apr 2022
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mg.co.za mg.co.za
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South Africa has nearly 26 000 schools, 400 000 teachers and close to 13-million learners.
South Africa has an interesting number of school and learners. with a big number of learners in the country.
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hechingerreport.org hechingerreport.org
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Students should be directly involved in campus conversations and decision-making about social reading technologies.
Love this! It's hard to make happen, but learners voices are so often missing from EdTech conversations and may well be the most important voices to be heard. Given how tech decisions can have huge impacts on learner success and well-being, how can we ensure that they are a bigger part of the conversation?
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- Nov 2021
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drive.google.com drive.google.com
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two groups of students:The groups could be labeled as (1) independentlearners and (2) more-support-needed learners.
analysis of the quantitative data
consistent with the findings in Australia Drane, C. F., Vernon, L., & O’Shea, S. (2021). Vulnerable learners in the age of COVID-19: A scoping review. The Australian Educational Researcher, 48(4), 585–604. https://doi.org/10.1007/s13384-020-00409-5
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- Aug 2021
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www.edsurge.com www.edsurge.com
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There’s a stigma to applying for help, she says, and many students who need aid feel there are others who could more urgently use the assistance.
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“They have to decide whether to eat or pay for the book, whether to pay rent or pay for the book. It’s a one-time cost, but it has multiple implications of students sacrificing utilities, for example, and then putting their housing at risk.”
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“Students do not always meet the stereotype of 18 to 21 [years old]. We have parenting students, returning students, real college students,”
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- May 2021
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www.nature.com www.nature.com
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Burton-Chellew, M. N., & West, S. A. (2021). Payoff-based learning best explains the rate of decline in cooperation across 237 public-goods games. Nature Human Behaviour, 1–9. https://doi.org/10.1038/s41562-021-01107-7
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- Feb 2021
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educationinnovation.pressbooks.com educationinnovation.pressbooks.com
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but what does it mean to be clever, and how can you teach someone to be clever?
Head Scratcher: How do you teach "cleverness"? This is a tough question and I feel that it is hard to understand for most instructors. How do I get my students to be more creative and clever, I believe we usually feel that students either are or are not creative and thats the end of the story. So really maybe we are the ones at fault for not teaching studetns to be "creative".
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educationinnovation.pressbooks.com educationinnovation.pressbooks.com
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We still must decide how to present certain information, but it doesn’t have to be at the cost of another medium.
Headscratcher: How do we make sure, in our times creating instuction, that we do not neglect a medium that could be used for instruction?
I feel that one way could be to allow learners choice in how they respond to prompts and learning. I feel that this could allow for students to use their gifting and talents to excel and produce amazing work.
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- Oct 2020
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elearnmag.acm.org elearnmag.acm.org
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Some students receive little or no academic or personal assistance. This lack of school support causes many to never consider higher education. The literature also suggests that all first-year students in an online university are at-risk until they gain the support (financially and emotiona
So I selected this article because I needed to clearly define the population for my research. I have encountered adult learners- some clearly have goals; not those... However, there are those who are at the low end who have so many things going on in their life...
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edtechmagazine.com edtechmagazine.com
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Older Adult Students Have Different Needs There’s more to being an adult student than just age. They also tend to have children or be working jobs while earning a degree; they may also have other responsibilities, such as elder care.
Great perspectives about adult learners. Will definitely utilize this resource.
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web.a.ebscohost.com web.a.ebscohost.com
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This is also useful information about LMS and Web 2.0 technology. I feel that it can provide my research additional information about diverse adult learners.
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lincs.ed.gov lincs.ed.gov
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Self-regulation is important to the likelihood of learners’ success in realizing their goals and may include the following: Analyze gap between goal and current status. Break down goals into smaller steps and prioritize. Set deadlines for the goal and interim steps.
I really like how I have this piece of "evidence " that apparently is so tangible. Things like this I place in a visible area for my adult learners to see.
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- Jul 2020
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www.youtube.com www.youtube.com
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Motivating Learners
Trajectory vs. fixed point Idea of play, how do we play with current knowledge/tech? Learners look at how can change what they are doing in order to make it better, constantly looking at change and able to embrace change Find communities of doers in what you are interested in Teach how to join Tinkering brings thought and action together
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- Nov 2019
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lincs.ed.gov lincs.ed.gov
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Digital Literacy Initiatives
This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10
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www.angelo.edu www.angelo.edu
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Section 1.5 Online Learner Characteristics, Technology and Skill Requirements
This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10
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Local file Local file
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The article, "Keys to success: Self-directed learning,' authors Fellows, Culver, and Beston discuss the components of Grow's self-directed learning (SDL) model. Learners and instructors fit into a matrix which can be used to determine optimal instructional strategies to meet the readiness of the learner. The authors discuss how SDL is implemented in multiple institutions for higher education. Instructional methods are shared to address foundational SDL skills as well as issues that arose when learners were having difficulty transitioning from one stage of readiness to another. Overall, holistic learner skills were enhanced with SDL. Rating: 9/10
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edtechmagazine.com edtechmagazine.com
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The text "Adult Learners Come to Campus With Unique Technology Needs" illustrates the barriers to learning that surround a learner's experience with technology. Author David Hutchins suggests having inclusive discussions with diverse sets of technology users to best determine their needs, issues, and reasonable solutions for support. Multi-level support for multiple generations of learners includes the instructors, administration, and IT teams that work together to improve education via technology. Embedding links throughout the text re-direct the reader to valuable resources for further review. Rating: 7/10
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www.aabri.com www.aabri.com
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The use of on-line instructional delivery methodscontinues to grow as technological and societal changes have enabled and encouraged this growth.
The article was written to help the reader understand how adult learners comprehend lessons and their learning styles. The type of learning method that is used in this article is the andragogical process model (eight element process). The article is an interesting view of how the andragogical process model can be used to explore how the adult mind understands how to use online learning to educate themselves. Rating 3/5
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digitalpromise.org digitalpromise.org
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The use of technology to support learning for K-12 students is gaining popularity, leading many to ask whether there might be similar solutions for low-skilled adults.
This article emphasizes on the topic of how adult learning is hindered by technology and how to teach an adult learner. Using five theories; 1) Shared experience 2) Problem-solving scenarios 3) Reflection on experience 4) Own their learning 5) Have an ah-ha moment. Adults all differently and all want that opportunity to have a new learning moment. Rating 5/5
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www.researchgate.net www.researchgate.net
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Leaders must weigh the pros and cons of using time, a valuable resource, to teach new technologies to faculty, and, further down the line, for faculty to teach to students.
The article focuses on the topic of how some adults are being challenged by new technology. Although the new technology has some exciting new features to assist teachers these days. Technology today is different and adult learners are faced with difficulty in trying to use it. The author expresses the four cognitive levels of knowledge (unconscious not knowing, conscious no knowing, conscious knowing, and unconscious not knowing). Not only is it difficult for the learners but it is difficult for the teacher to implement technology into curriculum. In this article, different types of technology has been researched to determine what type is good for adult students. Rating: 4/5
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journals.sagepub.com journals.sagepub.com
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ABE includes programs thatprovide instruction in reading, writing, math, communications, and other basicskills as it prepares these students to take the General Educational Development(GED) exam.
The article was great resource for the topic for technology and how it is being used in the classroom, specifically in basic skills (reading, writing, math, and communication) that assist the student to take the GED exam. The article expresses on the topics of the impact of technology, technology integration, technology barriers/anxiety, the need for the study, and the research results. Rating: 4/5
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evolllution.com evolllution.com
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Twitter offers two distinct benefits to engaging learners. First of all, it allows learners to respond to classroom discussions in a way that feels right for them, offering shy or introverted students a chance to participate in the class discussion without having to speak in a public forum. Secondly, it allows students to continue the conversation after class is completed, posting relevant links to course material, and reaching out to you (the educator) with additional thoughts or questions.
The article explains how social media, student learning through digital experience, and Learning Management Systems can be beneficial to the learner/student. Article Rating: 3/5
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- Mar 2019
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wp0.vanderbilt.edu wp0.vanderbilt.edu
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Teaching problem solving This page is included because some of our theories indicate that problem solving should be taught specifically. This page is a bit unusual; I did not find many others like it. It is rather easy to read and also addresses the differences between novice and expert learners. rating 3/5
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- Feb 2019
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www.youtube.com www.youtube.com
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Motivating Learners
Notes from Video -embracing change -hardcore gamers- surprising things that you find- kids are incredibly bottom-line oriented- want to be measured to see how much they are improving -"if i am not learning, then i am not having fun"- embracing change, leveling up, higher order tasks, or the game is changing -Questioning position helps students to embrace change -Compete with each other and collaborate each other -Start looking at other people online to help them to learn new things -kids that have been turned on to learning- there is no stopping them -passionate community interest group that students can join -learning has to do with learning how to join a group with a common interest -what you are doing becomes a platform for something new -trajectories through life pace as opposed to fixed points -power and importance of play- how to I take an idea and play with it to become something new -learn that not everything works- need to be willing to realize that instead of being afraid of things not working- we need to be willing to change what hasnt worked to make it work for us
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- Nov 2018
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paperpile.com paperpile.com
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One of the most striking features of the quantitative and qualitative data from first- and second-semester German students is that the students interact directly with each other, as opposed to interacting mainly with the teacher. The changed role of teacher and students
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www.thetechedvocate.org www.thetechedvocate.org
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This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.
Rating: 9/10
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www.axiomhighered.com www.axiomhighered.com
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This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.
Rating: 7/10
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www.sciencedirect.com www.sciencedirect.com
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This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.
Rating: 10/10
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This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.
Rating: 8/10
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www.huffingtonpost.com www.huffingtonpost.com
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Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.
Rating: 8/10
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www.avisystems.com www.avisystems.com
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This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.
Rating: 7/10
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www.educationdive.com www.educationdive.com
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This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10
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wcetfrontiers.org wcetfrontiers.org
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This page describes several theories for supporting students in academic advising with technology. There are interesting statistics on the tools most commonly used to promote online advising, with desktop computers ranking in number one and video-conferencing and social media falling near the bottom.
Rating: 9/10
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jolt.merlot.org jolt.merlot.org
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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes
NEW - This study researches dropout rates in eLearning. There are many reasons for attrition with adult eLearners which can be complex and entwined. The researched provide different models to test and also a list of barriers to eLearning - where technology issues ranked first. In conclusion, the authors determined that further research was necessary to continue to identify the factors that contribute to adult learner attrition.
RATING: 7/10
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files.eric.ed.gov files.eric.ed.gov
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The paper argues that the adult learning environment can in some instances be a ‘double-edged sword’, in that it can both enhance and limit student engagement.
This article is about a study performed on both students and teachers about the adult learning environment and the pro and cons. They call it a "double edge sword" because there are different positives and drawbacks.
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edtechmagazine.com edtechmagazine.com
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This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.
Rating: 10/10
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www.sciencedirect.com www.sciencedirect.com
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This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.
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www.edutopia.org www.edutopia.org
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We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.
Rating: 9/10
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www.insidehighered.com www.insidehighered.com
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This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.
Rating: 7/10
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www.academia.edu www.academia.edu
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This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.
Rating: 8/10
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www.sciencedirect.com www.sciencedirect.com
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This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.
Rating: 9/10
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er.educause.edu er.educause.edu
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This website details a case study that was performed in order to determine the effectiveness of online advising (a position I am currently involved in myself). There were several studies conducted and student responses are detailed in charts-- overwhelmingly, students felt the online advising format was a success.
Rating: 10/10
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www.nacada.ksu.edu www.nacada.ksu.edu
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This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.
Rating: 7/10
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This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.
Rating: 9/10
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www.researchgate.net www.researchgate.net
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This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10
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www.ryerson.ca www.ryerson.ca
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Self-directed learning is independent—it provides the learner with the ability to make choices, to take responsibility for their own learning, and “the capacity to articulate the norms and limits of learned society, and personal values and beliefs” (Goddu, 2012).In self-directed learning, the instructor shifts from the leader of the learning experience to the “facilitator of learning,” becoming“a source to be tapped, as required by the learner” (Robotham 1995, as cited in Goddu 2012). Self-directed learning provides students with the “opportunity and freedom to choose the means of acquiring knowledge that is best suited” to them based on their own self-knowledge (Alex et al., 2007). In online or blended environments, self-directed learning canbe offered through the creation of “dynamic learning environments where students may go beyond content presented by the instructor to explore, interact with, comment on, modify, and apply the set content and additional content they discover or create through the learning process” (LeNoue, 2011).
This article reviews effective teaching characteristics and effective teaching methods and strategies to engage adult learners. The piece goes further in exploring five specific teaching methods to support adult learning: self-directed, active, experiential, collaborative, and narrative.
9/10
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www.mojet.net www.mojet.net
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Using WikitoTeach Part-Time Adult Learners in aBlended learningEnvironment
Using Wiki
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content.ebscohost.com content.ebscohost.com
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Learning a Map of Environment: The Role of Visuo-Spatial Abilities inYoung and Older Adults
This study focused on the difference in visuo-spatial relations between younger adults and older adults. The purpose was tol determine the effect of aging on visuo-spatial relations.<br> Both groups performed the same tasks using a simplified map for orientation, pointing out locations, and recreating the map. The results indicated that older adults successfully completed the tasks at a lower rate and that males successfully completed tasks more that women. The researches highly recommended other duplicate the study to determine if the results can be generalized and consistent. This study is a valuable indication of the changing needs of adult learners due to aging. Rating: 8/10
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content.ebscohost.com content.ebscohost.com04Huang1
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Toward constructivism for adult learners in online learning environments
This is an article from 2002 that identified the emerging need of online, adult learners. One concept is the use of cognitive learning theory as tools for the online learning environment.<br> Several descriptors identified who the adult online student is, primarily adult working women with full time jobs and a family (often single head of household) who are trying to return to school to improve personal circumstances.
This article is a invitation to review the learning environment that was devised and determine if it met the needs of students then and what changes need to be implemented for today's students.
Rating 9/10
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- Sep 2018
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burawoy.berkeley.edu burawoy.berkeley.edu
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This ideaof deploying dominant culture against the dominant classes is a familiar aspect of South African history. African Nationalist leaders such as Mandela and Tambo were in no way deceived by their missionary education but usedit as a sort of “common school,” arming them for the struggle against apartheid.
I find this article to be neglectful of our own agency -- that we learn and bring back to our own family and community that which helps us live and work together. And this paragraph holds most meaning to me-- and it reminded me of Sitting Bull who said, "When you find something good on the whiteman’s road, pick it up; but when you find something bad, or it turns out bad, drop it and leave it alone." https://flic.kr/p/NMPuKG
There are many truths within all of these [I found page 7 of the most interest]. I think about the propaganda that is permeating our online discourse-- and I think we all are getting smarter in our engagement or refusal to do so. And I see more polite disagreement recently. Because, with time, we strive for truth, even when we must revise our own thinking. We choose, no matter what is forced or imposed. Education matters. Schools matter. And learners take that which best benefits them. We see in schools kids not learning that which they deem not relevant-- so the transformation will come from the students expectations, I think. Consider the whole of our world, and what people have done with what they have learned. I don't think the hidden agenda, if there is one, works quite like these academics think -- when we consider the progress -- and how we are overcoming any back steps -- that exists in the world.
Education is not just school: it's wherever we are and how we connect with others to understand it.
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- Feb 2018
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They now stand out as the only one in the class (or, if they’re lucky, one of two) who gets to use a device while other students wonder just why they get to use one. I have seen a couple of students on social media say that as soon as they see a “no devices” policy on a syllabus they drop the class because of this concern.
Good rationale for not enacting a blanket classroom tech ban
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- May 2017
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bookmarked for deep learners
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- Apr 2017
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mtldata.com mtldata.com
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Slack
register or login here: http://mtldata.com/slack
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r/deeplearners subreddit
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online reading group
Please share any feedback you have.
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- Nov 2016
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www.literacyworldwide.org www.literacyworldwide.org
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Unfortunately, many focus on skills rather than literacies.
True. It's also worth noting that some may be tempted to think that 21st century learners are "tech savvy" by default...but this is not really the case. The students were born and brought up during the age of digital technology but that doesn't mean they will naturally excel in the digital world without any form of guidance.
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- Sep 2016
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hybridpedagogy.org hybridpedagogy.org
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narratives that pit students, teachers, and publics against one another
Recalls one of Audrey Watters’s key points about the Blockchain in Education (based, in this case, on Neil Selwyn).
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- Jun 2016
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humanitiesinpractice.blogspot.com humanitiesinpractice.blogspot.com
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Students require little in the way of special messaging
Useful to point out. There’s so much distrust of learners…
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