Sequencing Online Activities to Promote Higher-Order Questioning & Learning Conference on Information Technology Detroit, MI, Oct. 2009 Betsy Cohn English Division/CTEI Henry Ford Community College firstname.lastname@example.org Session Goals
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Conference on Information Technology
Detroit, MI, Oct. 2009
Henry Ford Community College
Background info (reading; optional narrated PPT)
Brainstorming for topics (discussion board (DB))
Oral presentations (small-group, mostly in person)
Focused critique of sample proposal (DB) & interactive worksheet #1
Additional reading & A/V or in-person session on research strategies
Interactive worksheet #2 & round 1 peer review
Focused critique of sample proposal’s research plan (DB) & round 2 peer review
Final draft of proposal project with self-assessment memo
(red = independent; blue = all-class; green = independent & 1-on-1 student-instructor; orange = 1-on-1 student-student)
Let’s access the course site to look at
Akin, L., & Neal, D. (2007). CREST + model: Writing effective online discussion questions [Electronic version]. MERLOT Journal of Online Learning and Teaching, 3(2), 191-202.
Boettcher, J. V. (2007). Ten core principles for designing effective learning environments: Insights from brain research and pedagogical theory. Innovate, 3. Retrieved October 5, 2009, from http://www.innovateonline.info/index.php?view=article&id=54
Greene, L. (2004, June). Final project snapshot: Toward a model of student questioning. Retrieved December 10, 2008, from The Carnegie Foundation for the Advancement of Teaching, KEEP Toolkit Web site: http://www.cfkeep.org/html/snapshot.php?id=13555229747254
Hornsby, K. (2008). A learner-centered online course design [Electronic version]. Academic Exchange Quarterly, 12(4). Retrieved March 25, 2009, from http://www.rapidintellect.com/AEQweb/cho4182z8.htm
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview [Electronic version]. Theory into Practice, 41(4), 212-218.
Maurino, P. (2006). Participation and interaction: F2F vs. online. Academic Exchange Quarterly, 10(4), 257-262. Retrieved October 4, 2009, from Academic OneFile database.
National Center for Education Statistics. (2005, December). A first look at the literacy of America’s adults in the 21st century (Publication NCES 2006-470). Jessup, MD: U.S. Department of Education. Retrieved October 5, 2009, from http://nces.ed.gov/NAAL/PDF/2006470.PDF
Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice-Hall.
Paas, F., Tuovinen, J. E., van Merrienboer, J. J. G., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction [Electronic version]. Educational Technology Research and Development, 53(3), 25-34.
van Merrienboer, J. G., & Sweller, J. (2005, June). Cognitive Load Theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147(31). Retrieved February 15, 2007, from Academic OneFile database.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview [Electronic version]. Theory into Practice, 41(2), 64-70.