Adult Learners - Factor Contributing to Issues in eLearning 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 Keith Tyler-Smith Christchurch Polytechnic Institute of Technology Christchurch, New Zealand firstname.lastname@example.org Introduction The issue of student retention and completion rates in distance education have been investigated and vigorously argued over for at least the last seven decades (Berge & Huang, 2004). Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Questions about the validity of much of this reporting have been raised as it is argued that statistics on retention and drop outs are, at best, fragmented, do not compare like with like, and are either unreliable and / or misleading (Hall, 2001, Wang, Foucar-Szocki, Griffin, O’Connor and Sceiford, 2003). Models of attrition for distance education Motivation and persistence
ADDIE and Blended Learning March 19, 2012 By: Mary Bart in Teaching and Learning Blended learning course design, a deliberate combination of face-to-face and online learning, requires a shift in thinking in what it means to teach and what it means to learn. Done properly it provides a robust, pedagogically sound learning environment. Done poorly, without adequate forethought and planning, and you have a train wreck in the making. In the online seminar Ten Ways to Improve Blended Course Design, Ike Shibley, associate professor of chemistry at Penn State – Berks, explained how to successfully transform a traditional course into a blended course, and dispelled a number of teaching myths along the way. “This is not the only way to approach [blended design] but I am going to suggest that you want to still use the face-to-face time as the central focus of the online time, and look at how you can get students prepared for face-to-face time and how you can help the students after they’ve been in class,” Shibley said.
Ecriture collaborative et apprentissages info-documentaires Best Practices in a Twitter-enhanced High School Classroom Yesterday concluded our live blogging sessions of Twitter-enhanced classrooms. I hope the folks who caught parts of the feed started to get a feel for what at least the virtual part of this sort of classroom experience looks like. I hope soon to do a series of live broadcasts over Ustream; more on this later. A few weeks ago I was speaking with a tech coordinator at a big public high school in Baltimore County. This is madness. And it's yet another reason I'm so proud of the administration of John Carroll -- the schoolhouse I call home -- for being not only reasonable but actually excited about bringing Web 2.0 and social and participatory media into the classroom. At least I hope so. But to the thing at hand: maybe three weeks ago or so our tech department lifted the schoolwide block on Twitter. But it's not just a matter of running the feed. Activities 1. 2. 3. Now, my mission as a foreign language teacher is to help the student 'get' it. Regarding Security Environment Conclusion
Hybrid Learning: How to Reach Digital Natives by Alan Rudi “Hybrid education offers promise for engaging students who are demotivated by the lack of meaningful use of technology, and associated opportunities for skill-building and efficiency, in many lessons today.” As technology continues to advance and become more accessible around the world, experts who study how children learn are developing fresh paradigms designed to reach the new generation of students dubbed “digital natives.” The term emerged in 2001 from the work of Mark Prensky, a thought leader, speaker, writer, consultant, and game designer in the field of education and learning. Prensky is also an outspoken advocate of forming a more relevant system for teaching our children. According to Prensky, digital natives are the young people growing up in the digital world. Scientists have discovered that digital natives’ lifelong exposure to technology means that their brains are developing differently. Technology has transformed the world around us. Purpose-driven learning -- Editor
Online Learning Readiness Checklist for Students We pursue online learning with the same passion and commitment to excellence that has marked our 100-year history in quality Christian education. CU Online courses are rich in learner-to-learner and instructor-to-learner interactivity. We balance our courses between offering learners maximized flexibility in terms of coursework completion and the rigor that characterizes a quality (and often condensed) academic experience. Online courses are not necessarily easier or less time-consuming than are face-to-face courses. If you have registered or are planning to register for an online course: Visit the online student services page to get your Network Account (you will need this to begin class) and find out about services available to students accessing Concordia from a distance.
50 Things Everyone Should Know by Mark and Angel Self-reliance is a vital key to living a healthy, productive life. To be self-reliant one must master a basic set of skills, more or less making them a jack of all trades. Contrary to what you may have learned in school, a jack of all trades is far more equipped to deal with life than a specialized master of only one. While not totally comprehensive , here is a list of 50 things everyone should know how to do. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Read the rest of the article
Pensamiento Crítico: educando ciudadanos competentes Cada vez somos más conscientes de la necesidad de analizar el gran volumen de información que recibimos cada día. Esta información nos ayuda en nuestro desarrollo cognitivo y participa en la construcción de nuestro esquema de percepción de la realidad. En el caso de los niños y jóvenes este esquema está en pleno desarrollo. El pensamiento crítico es un proceso cognitivo que propone el análisis sistemático de las informaciones, opiniones o afirmaciones que cotidianamente aceptamos como válidas o ciertas. Es una habilidad fundamental para una ciudadanía competente, libre y responsable. No se trata de cuestionar toda la información que recibimos a diario, se trata de ser crítico con aquella que es relevante para cada uno de nosotros cuando nos formamos un criterio sobre un tema. Educar en el Pensamiento Crítico Implica... Transversalidad con la Educación en Valores Trabajar con los alumnos el pensamiento crítico permite potenciar en ellos:
Welcome to the Age of Engagement | Age of Engagement Revolutions in communication technology and digital media have transformed almost every sector of society, altering the way we express ideas, participate in public debates, connect with others, entertain ourselves, and define our identities. As we struggle to keep up with these changes, differing stories have emerged about the implications of the digital age and our place in this revolution as citizens and consumers. One one hand, cyber-optimists such as Clay Shirky have heralded the unprecedented opportunity for the public to up-end political power, organize to solve problems, express themselves through independently produced media, and gain control over the decisions of corporations. On the other hand, cyber-pessimists such as Nicholas Carr worry that the many choices of the digital age distract us from public affairs and personal relationships, eroding our ability to engage with big ideas, altering even the way we think and process information. How are political campaigns changing?
Characteristics of Millennial Students: What Professors Need to Know The first indication that the Millennial Generation may be different from previous generations is to consider how many different names we have for the generation and the people who belong to it. They’re referred to as Generation Y, Nexters, Baby Boom Echo Generation, Echo Boomers, Digital Natives, Generation Next, Generation Me and, of course, Millennials. If nothing else, they’re one of the most studied generations. Christy Price, EdD, a psychology professor at Dalton State College, became interested in Millennial learners when she noticed a gap between students’ expectation for success and the effort they put forth in the classroom (Price, 2009). In the recent online seminar Five Strategies to Engage Today’s Students, Price shared some of what she’s learned regarding the characteristics of Millennials’ ideal learning environments, their preferences regarding assignments and assessment, and the characteristics of their ideal professor. References: Price, C. (2009). Price, C.
SLCC - Learning Handouts Skip navigation links ugs : life and learning in sync Sanger Learning Center is UT Austin’s main resource for academic support. Each year, we help more than 20,000 students achieve their academic potential. We are open Monday through Friday, 8 a.m.-5 p.m. Come in for one-on-one or drop-in tutoringImprove your study skills with a learning specialistMeet weekly with a peer academic coachAttend free classes and workshops Learn how self-testing can better prepare you for your next exam.
Raíces de empatía Alfabetización Emocional Los padres con su bebé visitan el aula tres semanas durante el año escolar. En este aprendizaje experiencial, el bebé es el “Maestro” y una palanca, que el instructor utiliza para ayudar a los niños a identificar y reflexionar sobre sus propios sentimientos y los sentimientos de los demás. Esta “alfabetización emocional” sienta las bases para que las aulas sean más seguras y afectuosas y en las que los niños son los “agentes de cambio”. Los niños son más competentes en la comprensión de sus propios sentimientos y los sentimientos de los demás (empatía) y por lo tanto es menos probable que físicamente, psicológicamente y emocionalmente se hagan daño unos a otros a través de la intimidación y otras crueldades. En el programa Raíces de Empatía los niños aprenden cómo desafiar la crueldad y la injusticia. Empatía El aspecto cognitivo de la empatía es la toma de perspectiva y el aspecto afectivo es la emoción. Currículum Raíces de Empatía Indicadores:
How to Create Nonreaders Fall 2010 -- vol. 100, no. 1 How to Create Nonreaders Reflections on Motivation, Learning, and Sharing Power By Alfie Kohn Autonomy-supportive teachers seek a student’s initiative … whereas controlling teachers seek a student’s compliance. -- J. Not that you asked, but my favorite Spanish proverb, attributed to the poet Juan Ramón Jiménez, can be translated as follows: “If they give you lined paper, write the other way.” In fact, it’s not really possible to motivate anyone, except perhaps yourself. What a teacher can do – all a teacher can do – is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. 1. 2. 3. 4. 5. 6. 7. Mea culpa. When parents ask, “What did you do in school today?” 1. 2. 3. 4. 1. 2.