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Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School | Brain Rules |
Dr. John Medina is director of the Brain Center for Applied Learning Research at Seattle Pacific University. Film clips & a book.
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Twitter for Academia, academhack » Blog Archive
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students had the shared classroom experience when something came up outside of class that reminded them of material from class
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Classroom Community: Once students started twittering I think they developed a sense of each other as people beyond the classroom space
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Fle3 CSCL Software
Fle3 is a web-based learning environment
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Fle3 is a web-based learning environment. To be more specific Fle3 is
server software for computer supported collaborative learning (CSCL).
Fle3 is Open Source
and Free Software -
Fle3 is designed to support learner and group centered work that concentrates on
creating and developing expressions of knowledge (i.e. knowledge artefacts) and design.
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Knowledge Forum - Wikipedia
Knowledge Forum is an educational software designed to help and support knowledge building communities.
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Knowledge building - Wikipedia
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Principles of Knowledge building
Scardamalia (2002) identifies twelve principles of Knowledge building as follows:
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- Real ideas and authentic problems. In the classroom as a Knowledge building community, learners are concerned with understanding, based on their real problems in the real world.
- Improvable ideas. Students' ideas are regarded as improvable objects.
- Idea diversity. In the classroom, the diversity of ideas raised by students is necessary.
- Rise above. Through a sustained improvement of ideas and understanding, students create higher level concepts.
- Epistemic agency. Students themselves find their way in order to advance.
- Community knowledge, collective responsibility. Students' contribution to improving their collective knowledge in the classroom is the primary purpose of the Knowledge building classroom.
- Democratizing knowledge. All individuals are invited to contribute to the knowledge advancement in the classroom.
- Symmetric knowledge advancement. A goal for Knowledge building communities is to have individuals and organizations actively working to provide a reciprocal advance of their knowledge.
- Pervasive Knowledge building. Students contribute to collective Knowledge building.
- Constructive uses of authoritative sources. All members, including the teacher, sustain inquiry as a natural approach to support their understanding.
- Knowledge building discourse. Students are engaged in discourse to share with each other, and to improve the knowledge advancement in the classroom.
- Concurrent, embedded, and transformative assessment. Students take a global view of their understanding, then decide how to approach their assessments. They create and engage in assessments in a variety of ways.
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knowledge building
knowledge building group or community actively engage in brainstorming ideas, identifying problems, researching for solutions and evidence, debating and discussing with peers. These activities have a clear goal of co-creating new perspectives and advancing knowledge beyond the limit of an individual.
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Growing by Degrees: Online Education in the United States, 2005 | The Sloan Consortium
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Is online education becoming part of long-term strategy for most schools?
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- The overall percent of schools identifying online education as a critical long-term strategy grew from 49% in 2003 to 56% in 2005.
- The largest increases were seen in Associates degree institutions where 72% now agree that it is part of their institution's long-term strategy, up from 58% in 2003.
- The smallest schools, private nonprofit institutions and Baccalaureate colleges remain the least likely to agree that online education is part of their long-term strategy.
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Different Approaches to Providing Feedback in the Online Classroom | The Sloan Consortium
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- Online participation—this is probably best handled in the form of a rubric that sets criteria for quantity and frequency of postings as well as quality.
- Interaction in discussion—this does not refer to instructors merely posting words of affirmation or encouragement such as “good job” but consists of both highlighting key ideas and providing follow-up questions that ask the student and the whole class to think more deeply about an issue.
- Feedback to groups about publicly posted or privately submitted group work--rubrics can be helpful here as well, and it may be that you will want to give individual grades as well as a group grade to each student.
- Peer feedback—carefully designed peer review criteria can add another dimension to an assignment. Students learn by critiquing others by well-formulated criteria and guidelines supplied by the instructor.
Types of feedback online:
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Tone—
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E-portfolios
create E-portfolios:
To document your progress over time
To identify patterns of growth in area(s) or competencies in art teaching
To develop your skills in reflection and self-assessment
To present a holistic picture of your skills and abilities as a preservice art teacher
To provide stakeholders (parents, teachers, administrators, state licensing bodies) with evidence that you are prepared to teach art
To provide evidence of your teaching competencies for initial, professional and master licensure
To improve your teaching practices
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