FST - Michele Gill on Diigo

09 Sep 08

TEACHING COURSES ONLINE:

This case study indicates that the time needed to teach online courses falls
within the range of reasonable expectations for teaching either live or online courses and represents the
beginning of this area of inquiry.

www.sloan-c.org/...v7n3_lazarus.pdf - Preview

time online FST M2

29 Aug 08

Guest Columnist: Online schools simulate real world

low key newspaper article referring to real-world communication skills taught in online courses.

seattlepi.nwsource.com/...376748_onlineducation28.html - Preview

FST participant

22 Aug 08

The Power of Wikis in Higher Ed

reasons for using Wiki's in online higher education

campustechnology.com/...66505_1 - Preview

wiki fst

21 Aug 08

http://www.ion.illinois.edu/Resources/pointersclickers/2005_09/FERPAPoint2005.pdf

FERPA for online educators

www.ion.illinois.edu/...FERPAPoint2005.pdf - Preview

FERPA FST M1

01 Aug 08

Key Learning Community - Multiple Intelligences

Gardner video link MI Key Learning Communities Indianapolis Public Schools

www.616.ips.k12.in.us/...default.aspx - Preview

FST M6 Learning Styles MI Gardner

Seven Ways to Effect Change - CIO.com - Business Technology Leadership

Howard Gardner=The seven levers referenced in the last cio article regarding change

www.cio.com/...Seven_Ways_to_Effect_Change - Preview

Gardner MI FST M6 Change

Harvard's Howard Gardner: Changing Minds is Difficult

What
are the most important of your mind-changing levers?
It all
depends on the situation, on whether you’re talking about employees in a company
or lovers or antagonists or your own mind.

But there are at least two things whose importance is underestimated. One is
the lever of what I call representational redescriptions. Get the message out in
lots and lots of different ways, lots of different symbol systems, lots of
different intelligences and lots of different embodiments. The notion that you
say it once and it gets through is just wrong. So is the notion that you can
simply repeat yourself. You have to be extremely resourceful in finding diverse
ways to get the same desired mind-change across.

The second [most important] thing is that people underestimate just how
powerful resistances are. There are three factors involved in resistances: age,
emotion and public stance. First of all, the longer your neural networks have
been running one way, the harder it is to rewire them. Unfortunately, that’s
just a fact of life. Number two, the things that you feel very strongly about
emotionally are the hardest to change your mind about. And three, particularly
for people who are in public life, are things on which you’ve taken a public
stand. That’s hard to reverse.

www.cio.com/32212 - Preview

MI FST M6 Learning Styles Gardner

What
are the most important of your mind-changing levers?
It all
depends on the situation, on whether you’re talking about employees in a company
or lovers or antagonists or your own mind.

But there are at least two things whose importance is underestimated. One is
the lever of what I call representational redescriptions. Get the message out in
lots and lots of different ways, lots of different symbol systems, lots of
different intelligences and lots of different embodiments. The notion that you
say it once and it gets through is just wrong. So is the notion that you can
simply repeat yourself. You have to be extremely resourceful in finding diverse
ways to get the same desired mind-change across.

The second [most important] thing is that people underestimate just how
powerful resistances are. There are three factors involved in resistances: age,
emotion and public stance. First of all, the longer your neural networks have
been running one way, the harder it is to rewire them. Unfortunately, that’s
just a fact of life. Number two, the things that you feel very strongly about
emotionally are the hardest to change your mind about. And three, particularly
for people who are in public life, are things on which you’ve taken a public
stand. That’s hard to reverse.

JOLT - Journal of Online Learning and Teaching

This paper describes survey research of
fourteen online courses where instructors and students were asked their
perceptions about the challenges and essential elements of community in online
classes. Results show that both instructors and students believe building
community is very important. The majority of both students and instructors
perceived it to be harder to build community online than in traditional classes.
Additionally, while the majority of students and instructors both identified the
same elements for building online community, there were significant ranking
differences. Most striking among the differences was that students ranked
instructor modeling as the most important element in building online community,
while instructors ranked it fourth. Implications of these findings are discussed
and recommendations provided for how instructors can model community behaviors
in their online classes.

Keywords:
Virtual Community;
Online Community Building; Distance Education; Instructor Modeling; Instructor
Presence; Online Student and Instructor
Perceptions

Introduction

It is generally agreed
that learning involves interaction and that it is a communal activity (McMillan
& Chavis, 1986; Sarason, 1974). The traditional setting where communal
learning activity occurs has been the in-person classroom; however, with the
advent of technology that is no longer the case. While communities in general
have been considered to be “place-based” (Paloff & Pratt, 1999, p. 21), the
success of MySpace.Com and numerous other online communities demonstrate
how communities can transcend physical spaces and still have actively engaged
participants. The purpose of this survey research was to compare instructor and
student perceptions about building community in online university classes. The
paper begins by reviewing the literature which has linked community to the
learning process and identified it as essential. Previous research examining the
challe

jolt.merlot.org/...vesely.htm - Preview

FST Community M3 M4 M7

30 Jul 08

Index of Learning Styles

Learning styles of engineering students
Many specifics regarding different approaches to learning
Connects to the Index of Learning Styles by Felder

www4.ncsu.edu/...ILSpage.html - Preview

FST M6 Learning Styles

Felder & Soloman: Learning Styles and Strategies

Learning styles (concrete/abstract=sensing/intuitive; Global/Random)

www4.ncsu.edu/...styles.htm - Preview

Learning Styles M6 FST

intuitive learners often prefer discovering possibilities and relationships.
Sensing learners tend to like learning facts
5 more annotations...
- Sensors often like solving problems by well-established methods and dislike
  complications and surprises;
- intuitors like innovation and dislike repetition. Sensors are more likely
  than intuitors to resent being tested on material that has not been explicitly
  covered in class.
  Sensors tend to be patient with details and good at memorizing facts and
  doing hands-on (laboratory) work;
- intuitors may be better at grasping new concepts and are often more comfortable
  than sensors with abstractions and mathematical formulations.
- Everybody is sensing sometimes and intuitive sometimes. Your
  preference for one or the other may be strong, moderate, or mild. To be
  effective as a learner and problem solver, you need to be able to function both
  ways. If you overemphasize intuition, you may miss important details or make
  careless mistakes in calculations or hands-on work; if you overemphasize
  sensing, you may rely too much on memorization and familiar methods and not
  concentrate enough on understanding and innovative thinking.
- SEQUENTIAL AND GLOBAL LEARNERS
  Sequential learners tend to gain understanding in linear steps, with each
  step following logically from the previous one. Global learners tend to learn in
  large jumps, absorbing material almost randomly without seeing connections, and
  then suddenly "getting it."
  Sequential learners tend to follow logical stepwise paths in finding
  solutions; global learners may be able to solve complex problems quickly or put
  things together in novel ways once they have grasped the big picture, but they
  may have difficulty explaining how they did it.
  
  Many people who read this description may conclude incorrectly that they are
  global, since everyone has experienced bewilderment followed by a sudden flash
  of understanding. What makes you global or not is what happens before the light
  bulb goes on. Sequential learners may not fully understand the material but they
  can nevertheless do something with it (like solve the homework problems or pass
  the test) since the pieces they have absorbed are logically connected. Strongly
  global learners who lack good sequential thinking abilities, on the other hand,
  may have serious difficulties until they have the big picture. Even after they
  have it, they may be fuzzy about the details of the subject, while sequential
  learners may know a lot about specific aspects of a subject but may have trouble
  relating them to different aspects of the same subject or to different subjects.
  
  How can sequential learners help themselves?
  Most college courses are taught in a sequential manner. However, if you are a
  sequential learner and you have an instructor who jumps around from topic to
  topic or skips steps, you may have difficulty following and remembering. Ask the
  instructor to fill in the skipped steps, or fill them in yourself by consulting
  references. When you are studying, take the time to outline the lecture material
  for yourself in logical order. In the long run doing so will save you time. You
  might also try to strengthen your global thinking skills by relating each new
  topic you study to things you already know. The more you can do so, the deeper
  your understanding of the topic is likely to be.
  How can global learners help themselves?
  If you are a global learner, it can be helpful for you to realize that you
  need the big picture of a subject before you can master details. If your
  instructor plunges directly into new topics without bothering to explain how
  they relate to what you already know, it can cause problems for you.
  Fortunately, there are steps you can take that may help you get the big picture
  more rapidly. Before you begin to study the first section of a chapter in a
  text, skim through the entire chapter to get an overview. Doing so may be
  time-consuming initially but it may save you from going over and over individual
  parts later. Instead of spending a short time on every subject every night, you
  might find it more productive to immerse yourself in individual subjects for
  large blocks. Try to relate the subject to things you already know, either by
  asking the instructor to help you see connections or by consulting references.
  Above all, don't lose faith in yourself; you will eventually understand the new
  material, and once you do your understanding of how it connects to other topics
  and disciplines may enable you to apply it in ways that most sequential thinkers
  would never dream of.

JOLT - Journal of Online Learning and Teaching

UDL; online learning styles for teacher education online

Introduction

In fall of 2002, over 1.6 million
students took online courses at degree granting institutions. As of fall

jolt.merlot.org/...engleman.htm - Preview

M6 FST learning styles

recently, it has been used extensively to make the world-wide-web accessible to
all users (Roberts, 2004; Burgstahler, 2002; IBM, 2005; Pearson & Koppi,
2003). While universal design has been successful in making online courses more
accessible in the realms of physical and sensory needs, the design method
doesn’t fully address the need for varied learning needs. This is especially
interesting given that nationally, students with learning disabilities – not
those with sensory or physical disabilities – are the most rapidly growing group
of university students with disabilities (National Center on Educational
Statistics, 2005).