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- Deborah Healey
- English Language Institute
- Oregon State University
- deborah.healey@oregonstate.edu
- http://oregonstate.edu/~healeyd/
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2
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- 9-10 Review ideas from this week
- 10:10-10:50 Group discussion
- 10:50-11 Evaluation
- 11-11:30 Questions & Answers
- 1:00-3:00 Optional hands-on time in S1 Room 401
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3
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- Review ideas about teaching and learning with technology
- Review ways teachers can use learning styles and multiple intelligence
theory to enhance teaching
- Consider how to find and evaluate Internet information
- Think about technology pros and cons
- Encourage action
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4
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5
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- The teacher’s main role is to provide guidance.
- The student’s role is to listen and remember.
- Teachers should always appear to know more than students.
- Anyone with an Internet connection can find the answer to a question.
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6
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7
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- Learning is
- Internal, not external
- Multiple dimensions, not just one
- Participatory, not passive
- Part of life and living
- Testing is
- Part of the task
- Ongoing p
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8
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- Give students responsibility
- Let them manage their learning
- Let them work together to learn
- Make learning meaningful
- Encourage active learning
- Higher level thinking, problem-solving
- Reflection and sharing
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9
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- Continuous - student and teacher
- Reflection
- Traditional and non-traditional
- Dynamic
- Student-centered
- Multi-faceted
- Not easy
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10
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- Analyze learning requirements
- Select media
- Look at context, multiple channels
- Design instruction
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11
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- Initial steps
- 1) Gain attention
- Connect to learner needs
- Media can be useful – sound, motion
- 2) Describe the goal
- Learners help set the goal
- 3) Stimulate recall of prior knowledge; build framework
- in collaborative groups
- Media are very useful – images, sound, concept maps >
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- Presentation
- 4) Present the material
- pose the problem, suggest resources
- Use multiple media
- 5) Provide guidance for learning
- create a learning environment
- Media-rich, electronic environments
- 6) Elicit performance
- have learners create something
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- Assessment
- 7) Provide informative feedback (formative assessment)
- learner reflection; peer comments
- Online discussion
- 8) Summative assessment
- product and process; often alternative
- 9) Enhance transfer and retention
- encourage reflection and discussion
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14
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- Doesn’t need to be linear
- Internal, external links
- Jumps
- Custom animation
- Graphics, sound, video <
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15
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- Adults have different preferences in how they learn.
- Most people know how they learn best.
- Intelligence comes in many forms.
- Some people have more intelligence than others. <
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16
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- Processes information sequentially, step by step
- Prefers for concrete over abstract ideas
- Judges information and learning by how clear and practical it is
- (Silver, et al., 1997: p22)
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- Prefers abstract ideas
- Learns by questioning and testing ideas, looking for evidence
- Evaluates information and learning by how logical it is and how it fits
evidence
- (Silver, et al., 1997: p22-23)
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18
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- Looks for images and patterns in information
- Uses feelings and emotions
- Judges information and learning by its beauty and ability to inspire and
delight
- (Silver, et al., 1997: p23)
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19
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- Prefers concrete, practical information (like the Mastery learner)
- Wants to learn with others
- Judges learning on its ability to help others or fit the group’s goals
- (Silver, et al., 1997: p23)
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20
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- Howard Gardner’s Frames of Mind (1983) and Multiple Intelligences (1993)
- Everyone has several strengths
- Not everyone has the same strengths
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21
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- Reads, writes, tells stories
- Memorizes places, dates, names
- Thinks in words
- Uses language to express complex meanings
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- Solves problems
- Learns how things work
- Sees patterns
- Calculates
- Considers hypotheses
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- Graphic skill
- Dreamer
- Sees things in three-dimensional ways
- Perceives patterns as images
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24
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- Always moving
- Walks, touches things
- Uses body language to express feelings
- Manipulates objects
- Good physical skills
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25
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- Likes background music
- Remembers through songs, chants
- Notices details and rhythms
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26
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- Understands others
- Organizes others
- Loves to communicate
- Adapt easily to different social situations
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- Self-aware
- Highly independent
- Prefers to work alone
- Can do self-access learning effectively
- Likes to have time to reflect
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28
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- Added in 1996
- Likes plants and animals
- Collects, cares for, studies
- Observes patterns in nature
- Classifies and identifies natural objects
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29
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- 5-minute writing
- How can you incorporate “intelligence” into curriculum design? Course
design? One day’s lesson?
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30
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- Offer choices -
- text, graphics, sound, video
- Control media
- Help create a learning space
- Connect to information sources (including people) around the world
- Perform a task
- Give a reason to use English
<
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- Resources
- Data-rich
- Anyone can research and publish
- Communication
- Easy linking to people elsewhere
- Visualization and modeling
- Easier to understand complex topics
- Students can manipulate information themselves >
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- Resources
- Knowledge-poor; information overload
- Few or no librarians to judge and filter information
- Search engines for sale
- Communication
- Visualization and modeling
- Flash over substance
- Easier to misrepresent data
>
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- Most important word first
- Quotation marks “ “ around phrases
- + and - to limit a search
- Expand a search with OR
- Site: to keep a search on a
specific website >
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- From Simson Garfinkel, “Getting more from Google.” Technology Review,
June 4, 2003.
- Click on Preferences; select 30 or more hits per page
- Use OR to broaden a search
- Use link: to see who links to this site
- Use site: to stay on a site
- Use * as a wild card in a phrase (substitute any word)
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- You are the librarian
- What is the date?
- Who is the author?
- Where is the author from (.com, .edu, .org, etc.)?
- Who links to this page? Linkto:
or link:
- What is the content?
- Bibliography
- Balanced view or personal view
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36
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- References
- Digital library holdings
- References: www.itools.com
- Content
- MIT’s Open Courseware http://ocw.mit.edu
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37
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- Writing for engineers oregonstate.edu/~healeyd/ esp.html#est
- EL Easton’s set of links for science and math – eleaston.com/scimat.html
- EL Easton’s links for business – eleaston.com/bizhome.html
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- Group work – online discussion
- Professional mailing lists and newsgroups
- Connect to authors
- Interactive writing
- Insert comments, Track changes
- AutoSummarize
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39
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- Math – www.frontiernet.net/~imaging
- Electronic geometry models
- http://www.eg-models.de/models.html
- Molecular modeling software (free) www.edinformatics.com/mathmol/mm_software.htm
- Terrain visualization software (free) www.ai.sri.com/TerraVision/
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40
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- Using communication tools online
- Chat
- Online discussion
- MOO – creating an environment
- Interactive writing
- Creating web pages
- Static and dynamic (Hot Potatoes)
- Weblog (blog)
- Creating online courses
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- Free online discussion site
- Teachers create classes
- Discussion forum
- Course links
- Course documents
- Course schedule
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42
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- Create exercises
- Matching
- Gap-fill
- Crossword
- Multiple choice
- Jumbled sentence/paragraph
- Have learners create exercises
- Deeper level of processing
- Less work for the teacher
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43
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- Highlight key concepts
- Encourage use of concept maps
- Provide additional resources
- Explain why they may be useful
- Have multiple media - same message
- Suggest strategies
- What are the expectations for expertise in a specific field?
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44
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- Encourage work on projects
- Jigsaw reading
- Problem-solving with resources available
- Design group work
- Deeper level of processing
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45
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- Creating a learning space – setting questions to be answered
- Selecting material and tasks
- Enabling different learning styles and intelligences
- Creating material - HotPotatoes authoring
- Bringing it back to the classroom and the curriculum <
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46
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- Having information doesn’t make teachers special
- MIT Open Courseware is information for anyone
- What is the value added by the teacher?
- Students can research anything their teachers say <
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47
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- Focus on curriculum and goals
- Engage students
- Schema (background knowledge)
- Consider learning styles and intelligences
- Assess in several ways
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48
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- Think of a course or lesson
- What are the learning objectives?
- Who is setting them and why?
- What problem(s) can be posed?
- How should the learning space be designed?
- What material is needed?
- Multiple channels?
- --Discuss--
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49
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- How will learners be supported?
- Group work, individual interaction
- Resources available
- Formative evaluation
- By learners, peers, teacher
- Summative evaluation
- What are some alternative assessments?
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50
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- What did you find useful?
- What do you have more questions about?
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51
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