Showing posts with label learning style. Show all posts
Showing posts with label learning style. Show all posts
Friday, January 22, 2016
Monday, January 18, 2016
What challenges are involved in learning online?
What challenges are involved in learning online?
Perhaps one of the greatest challenges for teachers is to deliver a consistent experience to a large and varied general populations.
Teachers and students should not carry through device management. Their priorities should be placed on learning.
Technology is not the creator. Substantial belief in innovation is less important than the requirements of students and teachers.
Teachers have a well-defined responsibility with implementing, and identifying, the best combination of digital learning tools for each student.
Different approaches to learning, such as project-based learning, active education, game-based learning, and more, is a part of personalized blended learning models. Consequently, such innovations will call for demonstration how their package improves learning outcomes.
Most challenges have to do with the procedures, but they have nothing to do with the teaching itself. To make it simple, if you know how to teach, all you need to do is learn about the elementary online tools available for online teaching, and begin using them.
As mentioned earlier, teaching an online class can be time-consuming. Also, developing an online course can be overwhelming. Learning and becoming proficient using an LMS takes time, and uploading materials to the online environment is also demanding and takes much time. Once you learn how to use the LMS, you need to get to teach students through it.
The time required to generate a new class can be a problem with developing online classes.
The instructor should be able to take care of the subject matter rather than spend countless
time is managing difficulties connected with the technology.
One of the most recommended ways to cope with the additional time required for teaching online classes is to decrease the class size.
Students also regularly run into technological problems and they need support with technology issues.
Navigating the Unique Challenges of Online Teaching. (n.d.). Retrieved from
Saturday, January 16, 2016
3 Tips for Capitalizing on Your Students’ Digital Literacy Skills - Top Hat Blog
This is very important article for teaching with technology approaches.
I am a lifelong learner and a teacher.
I would like my students to follow new ways of learning.
3 Tips for Capitalizing on Your Students’ Digital Literacy Skills - Top Hat Blog:
Digital literacy is one of the few skills that we don’t formally teach in the classroom, probably because it is one of the few skills that the students are more comfortable with than the instructors. I have never had to hold a class of the proper use of hashtags. Nor have I ever been forced to discuss the intricacies of the Facebook “like” vs “dislike” buttons debate. Surprisingly, I have never once thought, “you know what we need in this class, a close examination of Vine videos”…Maybe I should start thinking this way, because the literacy that I learned with a pen and pencil has long since been replaced by the language of daily communication: digital literacy. This new-age literacy comes out of the rise of integrated social networking. To clarify, this network has become all encompassing. Every time you..
Monday, December 28, 2015
European Journal of Open, Distance and E-Learning
European Journal of Open, Distance and E-Learning
According to the definition provided by Hewlett (n.d.), open educational resources are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others”. These can include whole courses of open content, textbooks, multimedia, software and any other materials which may be used to teach or support learning such as lesson plans and curricula. There remains some debate about what should qualify as an ‘open’ resource, with some definitions emphasizing open access to resources and others focusing on the affordances for revising and repurposing afforded by open licenses (see Creative Commons, 2013). However, any disagreements tend to be limited to the specific kinds of licenses for educational that are termed ‘open’ and whether they should permit specific forms of re-use (such as only allowing non-commercial re-use).
According to the definition provided by Hewlett (n.d.), open educational resources are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others”. These can include whole courses of open content, textbooks, multimedia, software and any other materials which may be used to teach or support learning such as lesson plans and curricula. There remains some debate about what should qualify as an ‘open’ resource, with some definitions emphasizing open access to resources and others focusing on the affordances for revising and repurposing afforded by open licenses (see Creative Commons, 2013). However, any disagreements tend to be limited to the specific kinds of licenses for educational that are termed ‘open’ and whether they should permit specific forms of re-use (such as only allowing non-commercial re-use).
Thursday, December 3, 2015
Restoring Humanity to Teaching, and Delight to Our Classrooms - Education Week
Restoring Humanity to Teaching, and Delight to Our Classrooms - Education Week
I have resolved to put less self worth into my students’ test scores, and more into the degree of excitement and curiosity I see in their faces each day.I have made time to find out what my students like about our class, what they don’t, and why. One of the simplest ways to do this is the “Stoplight” activity, where students write one thing they want you to keep doing, one thing they want you to stop doing, and one thing they want you to start doing.
As a result, I took down the behavior chart this year. I have found ways to teach my students to work hard and be kind to one another without resorting to punishments or prizes. Being a teacher is harder now, but it’s better, too.
I love Philip Pullman’s line that “Responsibility and delight can co-exist.”
Tuesday, December 1, 2015
Friday, November 20, 2015
What is pair teaching? What are its benefits and drawbacks?
Index Terms—Pair
teaching, pair lecturing, team teaching, reflective practice,
reflection-in-action, constructive alignment, teacher development.
Pair lecturing
enables a more thorough reflection-on-action since the teaching experience is
shared with a pair professor. It also allows
deeper reflection-in-action, incorporating student interaction into the lecture
plan while keeping the assessment methods and the teaching activities
affiliated with the course objectives.
A quick search on
the phrase “pair teaching “using Google
or Scholar gives many definitions.
According to Pair Teaching – an eXtreme Teaching Practice by Roy Andersson and Lars Bendix
https://www.lth.se/fileadmin/lth/genombrottet/konferens2006/Insp06-final.pdf
Pair Teaching, is
working with a partner who can help and support you during some or all of four
fundamental values: Feedback, Communication, Respect, and Courage.
Pair Teaching is
highly repetitious or frequentative and covers some specific practices. The
objective of cooperation is to support the improvement of student learning.
The partner is
supposed to help verify the whole process of going through all of the stages of
the learning cycle – and carry on doing it.
In the general
remarks, we read about the eXtreme Programming concept.
The Pair
Programming practice of eXtreme Programming uses the model of a driver, who
does the work and takes care of the details, and a navigator, who observes,
comments, asks questions, makes suggestions and,
in general, takes care of the big picture. Additionally, it recommends
switching between the roles of driver and navigator within a pair. There is
also the suggestion that taking turns should apply to the practice of Pair
Teaching.
The considerable standard definitions of Pair Teaching have
absolutely nothing to do with the real setting of teaching in pairs (some of
the hits deals with teaching pairs). Pair Teaching is not a well-known and
well-defined concept. Searching instead for “team|group|collaborative teaching”
gives the impression that these are the words or phrases that are frequently
used because of its recurrence popularity.
However, by
insisting on the use of Pair, we want to stress the difference between two
people solving a task and a group of people building a product (student
learning) and for which they might make use of PT or collaborative teaching.
The
cost-effectiveness of Pair Programming is observable, in part, because the two
activities (writing the code and reviewing the code) are carried out in
parallel. In point of fact that there is no tradition of accurate reflection on teaching in PT, we have to rely more on the
benefits to justify the added costs of two people presence. Furthermore, the
pair will also be able to take care of larger groups than one person.
Teaching a course
together seems to have more benefits than drawbacks.
In conclusion,
teaching should not be a solitaire activity, but something that is done in
pairs. Done the right way, Pair Teaching can bring many benefits that
compensate the additional costs.
Some of these
benefits are immediate and explicit – like having someone to brainstorm with,
someone who can help “sort out” your ideas, the possibility to handle larger
groups of students and the ability to step in for each other in the case of
absence. However, most paybacks are more long-term benefits.
Alternatively,
“hidden” glitches – like communicating information, assuring quality aspects,
educating colleagues are significant. It is important to put an accurate value
also to these benefits when judging if Pair Teaching is cost-effective or not.
REFERENCES
- Andersson, R., Bendix, L., eXtreme Teaching, in proceedings of 3: ePedagogiska Inspirationskonferensen, LTH, Lund, May 31, 2005.
- Andersson, R., Bendix, L., Towards a Set of eXtreme Teaching Practices, in proceedings of the 5th International Conference on Computer Science Education, Koli, Finland, November 17-20, 2005.
- Andersson, R., Bendix, L., eXtreme Teaching – a Framework for Continuous Improvement, to appear in Journal of Computer Science Education, 2006.
- Beck, K.: Extreme Programming Explained – Embrace Change, Second Edition, Addison-Wesley, 2005.
- Boyer, E., L., Scholarship Reconsidered. Priorities of the Professoriate, The Carnegie Foundation, 1990.
- Hedin, G., Bendix, L., Magnusson, B., Teaching eXtreme Programming to Large Groups of Students, Journal of Systems and Software, January 2005.
- Kolb, D. A., Experiential Learning: Experience as the Source of Learning, Prentice-Hall, 1984.
- Pair teaching in preservice teacher education P Medgyes, E Nyilasi - Foreign Language Annals, 1997 - Wiley Online Library
- Medgyes, P. and Nyilasi, E. (1997), Pair Teaching in Preservice Teacher Education. Foreign Language Annals, 30: 352–368. doi: 10.1111/j.1944-9720.1997.tb02358.x
Wednesday, November 4, 2015
Challenges involved in learning online?
Perhaps one of the greatest
challenges for teachers is to deliver a consistent
experience to a large and varied general populations.
Teachers and students should not carry through device management.
Their priorities should be placed on
learning.
Technology is not the creator. Substantial belief in
innovation is less important than the requirements of students and teachers.
Teachers have a well-defined
responsibility with implementing, and identifying, the best combination of
digital learning tools for each student.
Different approaches to learning,
such as project-based learning, effective education, game-based
learning, and more, is a part of personalized blended learning models. Consequently,
such innovations will call for demonstration how their package improves
learning outcomes.
Most challenges have to do with
the procedures, but they have nothing to do with the teaching itself. To make
it simple, if you know how to teach, all you
need to do is learn about the elementary online tools available for online
teaching, and begin using them.
As mentioned
earlier, teaching an online class can be time-consuming. Also, developing an
online class can be
overwhelming. Learning and becoming proficient using an LMS takes time, and
uploading materials to the online environment is also demanding and takes much time. Once you
learn how to use the LMS, you need to get to teach students through it.
The time required to generate a
new class can be a problem with developing online classes.
The instructor should be able to
take care of the subject matter rather than spend
countless time is managing difficulties connected with the technology.
One of the most
recommended ways to cope with the additional time required for teaching online
classes is to decrease the class size.
Students also regularly run into
technological problems and they need support with technology issues.
Navigating the Unique Challenges
of Online Teaching. (n.d.). Retrieved from
Subscribe to:
Posts (Atom)