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April 7, 2015

Reflections on 5141

Filed under: EDDL 5141,learned,online teaching @ 6:44 pm

Reflections on 5141

I found the posting for 5141 from my fellow learners to be instructive and make me think more about how I approach my own face-to-face teaching. I have been lecturing more than encouraging the students to create their own experiences. I struggle with whether they can cover the information well enough to be safe with the seniors who are a vulnerable population. In seeing what others have posted and how I feel about their contributions, I think I can try to let go somewhat and let them make their own contributions to the whole picture. Be more of a ‘guide on the side’ as mentioned in the KWL task. I need to rehaul many of the activities for my actual classroom to make them more ‘user-centred’. I think that will make the classes more enjoyable for the students and make me give them more control.

February 24, 2015

what I know, want to know, learned

Filed under: EDDL 5141,know,learned,want to know @ 1:16 am
What I Know What I Want To Know What I Learned
  • important to make the students feel welcome in their learning environment
  • self-introduction/discussion of objectives so the students feel they are working with the teacher/facilitator and their peers
Salmon-5-Stage Model

  • good organization of stages of learning and collaboration
  • challenging to encourage to collaborate-still some engagement vs dis-engagement issues
  • focus should be on student learning and collaborative learning
Berge-e-moderation

  • Pedagogical, social, managerial, technical
  • Different emphasis-focus on role of the e-moderator rather than the students/learner
Feenberg and Xin-Facilitation
  • Sometimes face-face learning ends up with cliques
  • Can avoid this with online learning
  • Little detail to further the  notion of facilitation
  • Perhaps too small a focus?
 Congenial  atmosphere for discussions

  • Often recap discussion points
Anderson et al- Assessing “teacher presence”
  • Can be challenging to “be present” in discussions
  • Can find unifying threads but needs to be elaborated upon
  • Find threads of unity
  • How to focus the discussion when learners go “off-track”- does it lead to deeper learning when this occurs?
  • Modeling behaviour-leads discussion-provides prompts to focus discussion
  • Some learners do not participate or only when specifically asked (easy in f-f but challenging in online setting
Need to try to draw out some learners who have difficulty expressing thoughts and views
  • Recognition of participants and comments
Hoostein
  • “guide on the side”-learner is the focus
  • Facilitators “guide self-directed learning in a problem-centred environment”
  • Works well with case study approach
  • Facilitator helps group focus on information and where to get it
  • Learners with life experience do this more easily
  • How to do this with younger adult students/learners who have little life experience
  • Help learner connect with prior knowledge
  • Focus on learner rather than technology
Gunn
  • Collaborative learning-team assignments
  • Risk that online learning can be depersonalized
  • High level of interaction by students and teacher-learner spends ++ time on coursework

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