Cooperative Learning in Distance Learning: Research to Practice | The Sloan Consortium® Researchers and education specialists endorse the view that student learning can be maximized, thus academic performance improved, by developing a sense of "we are all in the same boat together," a basic tenet of cooperative learning (CL). The effectiveness of CL principles and techniques in building a motivating, supportive learning environment is well known. As the benefits of collaborative learning are clear, using technology to facilitate CL is vital.
Distance learning has made possible several innovative means to include CL in virtual pedagogical settings. Researchers have reported that group work through computer-mediated collaboration resulted in improved performance, interaction, and critical thinking. However, no known work has been done comparing student experiences in traditional online discussions and those structured with CL elements. Untitled. Ijlm0102_shaffer_website2. Pedagogy, Technology and Student as Producer « Expedient Means. I was recently asked to present a paper to the university’s Teaching and Learning Committee about the role of technology in the context of Student as Producer. The paper was well received by the committee and I have been asked to draw up a Business Case which will be presented to the Academic Board and then, hopefully, for final approval by the Executive Board. Unlike this paper, which is pretty high level, the Business Case will go into more detail about what we actually propose to do and how.
Comments very welcome. Thanks to my colleague, Sue Watling, for help with the section on ‘digital inclusion’. Pedagogy, Technology and Student as Producer Summary Student as Producer will have a significant impact on the work of both students and staff at the university and this paper briefly addresses the strategic role of technology and teaching and learning within the context of Student as Producer. Student as Producer Critical, digital literacy Digital inclusion Learning landscapes Conclusion. 2004-10. OER in the K-12 Classroom | Syllabus. Course developer and facilitator: Karen Fasimpaur Preferred contact methods: email: karen at k12opened dot com chat or skype by appointment online office hours - TBA We will also be having several synchronous web sessions, schedule to be announced. Webinar #1 - Where OER hang out This webinar will highlight some premiere OER sites and will give quick tours of each. Participants will hear from the site organizers and will be invited to ask questions and make suggestions.
Webinar #2 - Remix lab This webinar will highlight resources that can be used in remixing content and will showcase examples of remixing from this course. Hack this syllabus - Here is a copy of this syllabus in Google Docs. Please add comments about to what you would like to see changed in the syllabus. Also, if you'd like to create a customized syllabus for yourself with varied activities to meet your own goals, please do so by going to the File menu and selecting Make a Copy. Goals: Tasks/assignments: Schmidt_Education_FreeCulture_25Oct2009.
Symposium for the Future » It is easy to fall in love with technology… (by danah boyd) It is easy to fall in love with technology. It is equally easy to fear it. In a setting like this Symposium, many of us fall in the passionate lovers camp, dreamily accounting for all of the wonderful things we've experienced through and because of technology. All too often, our conversations center on the need to get technology into the hands of learners, as though the gaps that we're seeing can be explained away by issues of access. Push comes to shove, most of us know that there are problems with this model, but in a world filled with dichotomous rhetoric, it's easy to get into the habit of being the proselytizer in the face of fear-mongering. I want to push back against our utopian habits because I think that they're doing us a disservice. Rejecting technological determinism should be a mantra in our professional conversations. There are also no such things as "digital natives.
" As we talk about the wonderfulness of technology, please keep in mind the complexities involved. 2006_KBTheory. When Professors Print Their Own Diplomas, Who Needs Colleges? - Technology. By Jeffrey R. Young Who needs college credit when you have a makeshift diploma from a superstar professor? David Wiley taught an online course at Utah State University last fall and let anyone fully participate, even if they weren’t enrolled.
In the end, five people the registrar had never heard of joined discussions with the 15 or so regular students and got papers graded by Mr. Wiley, who considered the extra work a public service. The unofficial students paid no tuition and got no formal credit, but they did end up with something tangible: a homemade certificate signed by Mr. Wiley, who at the time directed the Center for Open and Sustainable Learning and is well known in the area of online learning. That was plenty of recognition for Antonio Fini, a doctoral student at the University of Florence, in Italy. Open Teaching is the name Mr. MIT’s leaders didn’t see the move as giving away the store, though. Now Mr. But plenty of folks outside of higher education might jump in.
Mr. Carl R. Rogers, Freedom to Learn (1969) Personal Thoughts on Teaching and Learning (1952) I wish to present some very brief remarks, in the hope that if they bring forth any reaction from you, I may get some new light on my own ideas. a) My experience is that I cannot teach another person how to teach. I am almost afraid I may seem to have gotten away from any discussion of learning, as well as teaching. Let me again introduce a practical note by saying that by themselves these interpretations of my experience may sound queer and aberrant, but not particularly shocking.
A.) I think I had better to stop here. Regarding Learning and Its Facilitation (1969) How does a person learn? Here are a number of the principles which can, I believe, be abstracted from current experience and research related to this newer approach: Learning Facilitation. Discover Yourself! Yochai Benkler. Knowles' andragogy: an angle on adult learning. Malcolm Knowles' "Andragogy" (supposedly the adult equivalent of "pedagogy") is a leading "brand" in adult education theory: Andragogy assumes that the point at which an individual achieves a self-concept of essential self-direction is the point at which he psychologically becomes adult.
A very critical thing happens when this occurs: the individual develops a deep psychological need to be perceived by others as being self-directing. Thus, when he finds himself in a situation in which he is not allowed to be self-directing, he experiences a tension between that situation and his self-concept. His reaction is bound to be tainted with resentment and resistance.
It is my own observation that those students who have entered a professional school or a job have made a big step toward seeing themselves as essentially self-directing. They have largely resolved their identity-formation issues; they are identified with an adult role. Knowles' assumptions based on Knowles 1990:57 More about Knowles. Cultivating%20Communities%20of%20... Sharing Nicely. Peer-To-Peer Recognition of Learning in Open Education | Schmidt. Jan Philipp Schmidt United Nations University MERIT Christine Geith Michigan State University Stian Håklev University of Toronto Joel Thierstein Rice University Abstract Recognition in education is the acknowledgment of learning achievements. Accreditation is certification of such recognition by an institution, an organization, a government, a community, etc. This paper makes the case for a peer-based method of assessment and recognition as a feasible option for accreditation purposes.
Keywords: Open education; assessment; accreditation; participatory learning Background Open education is the combination of open licensing and web-based social media. Enabled by widespread adoption of the Internet, large, self-organized, open innovation communities, such as open source software projects or Wikipedia ( have emerged. Definitions: Recognition, Accreditation, Academic Credit, and Assessment Assessment is the process of determining the characteristics of something or someone.