Teaching in Higher Education
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Gilly Salman: E-Tivities: The Key to Active Online Learning


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Maryalice Leister's curator insight, October 25, 2013 8:12 AM

Excellent resource - the information is clear and will help educators ramp up their online presence and e-tivities. Thank you, Gilly Salman.

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Understanding the Instructor’s Role in Facilitating Online Discussions - Faculty Focus | Faculty Focus

Understanding the Instructor’s Role in Facilitating Online Discussions - Faculty Focus | Faculty Focus | Teaching in Higher Education | Scoop.it
As I reviewed course evaluations after my first year of online teaching, an unexpected theme emerged: several students mentioned they wished I had been a bigger part of their discussions, primarily so they would know if they were on the right track. I naively assumed my silence during group discussion would be taken as evidence by students that their discussions were right on target, but this was not the case at all. Students needed more reassurance, especially since I was asking them to take very big risks in terms of explaining their understanding of a content area that was often new and challenging for them..

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Gust MEES's comment, June 22, 2012 5:37 PM
Hi Dennis,

Thanks for this one ;)

Have a nice w/e
Gust
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The Learning Generalist: Tips to lead Socratic Discussion

The Learning Generalist: Tips to lead Socratic Discussion | Teaching in Higher Education | Scoop.it

As trainers we often use Socratic direction to prove a point, using audience participation. The method of Socratic discussion is actually quite simple and bases itself on the prior knowledge of the learners. The trainer will usually ask a series of pointed questions to finally get to an "Aha!" moment. The mnemonic I use to describe the process of Socratic direction is KOPSA.


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Teaching With Technology - Ice-Breaker Ideas

Teaching With Technology - Ice-Breaker Ideas | Teaching in Higher Education | Scoop.it

Whether you are in a traditional classroom setting, or an online learning community, ice-breakers play a vital role in developing a sense of community in a learning environment.

 

Here's a wiki with many resources on ice-breaking and online community development.


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Konstantinos Kalemis's comment, June 24, 2012 4:41 AM
Classroom teaching is a demanding job. Most people outside education probably think teachers spend most of their time teaching, but teachers are responsible for many tasks that have little to do with classroom instruction.
Beyond planning and implementing instruction, teachers are also expected to be managers, psychologists, counselors, custodians, and community "ambassadors," not to mention entertainers.
It is easy to understand how a teacher might become frustrated and disillusioned. Most teachers enter the profession expecting to spark the joy of learning in their students. Unfortunately, the other demands of the classroom are very distracting and consuming. We envision technology as a teacher's liberator to help reestablish the role and value of the individual classroom teacher. To do so, two things must happen. First the perspective of the classroom must change to become learner centered. Second, students and teachers must enter into a collaboration or partnership with technology in order to create a "community" that nurtures, encourages, and supports the learning process.
There is a difference. Technology in education is often perceived in terms of how many computers or videocassette recorders are in a classroom and how they might be used to support traditional classroom activities, but this is a misleading and potentially dangerous interpretation. It not only places an inappropriate focus on hardware, but fails to consider other potentially useful "idea" technologies resulting from the application of one or more knowledge bases, such as learning theory. Educational technology involves applying ideas from various sources to create the best learning environments possible for students.
Educational technologists also ask questions such as how a classroom might change or adapt when a computer is integrated into the curriculum. This integration means that the curriculum and setting may also need to change to meet the opportunities that the technology may offer.
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Critical Thinking in Asynchronous Discussions

Critical Thinking in Asynchronous Discussions | Teaching in Higher Education | Scoop.it

Editor’s Note: Greg Walker applies critical thinking theory and practice to asynchronous online discussions. As with the Murchu and Muirhead article, he explains the importance of writing, vocabulary, and reflection, and activities such as questioning and role plays. He also explores the facilitator role and how this differs in asynchronous online as compare to traditional classroom activities.


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