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Picture of Lyuba Stoycheva
by Lyuba Stoycheva - Sunday, 14 January 2018, 11:46 AM
Anyone in the world
to tell the truth
by Mary Beth Ivanhoe - Saturday, 13 January 2018, 11:07 PM

Hi, I'm Mary Beth!

1.  I am 25 years old.

2.  My cat's name is Calliope.

3.  I am married and have one son.

What's true?  What's not?

 
Picture of Lyuba Stoycheva
by Lyuba Stoycheva - Sunday, 14 January 2018, 11:44 AM
Anyone in the world
Re: About me
by Lyuba Stoycheva - Sunday, 14 January 2018, 11:44 AM

You can´t play football, can you? Ljuba

 
Picture of Rosalba Ferrante
by Rosalba Ferrante - Saturday, 13 January 2018, 2:32 PM
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Introduction
by safae kajouane - Saturday, 13 January 2018, 12:44 PM

Hi, this is safae from Morocco.

 

I am a student.

I have two cats.

I love journalism.

 
Picture of John Davey
by John Davey - Tuesday, 28 November 2017, 6:53 AM
Anyone in the world

John Davey

A Safety Consultant in Sydney Australia, working across multiple hospital sites, providing support, guidance, coaching, training, and assessment to Managers. Holder of a B.Ed (training), working on a culture change project, design and improving the safety system, and a lead auditor of safety system implementation in hospitals.

Keyword: workplace safety
 
Picture of Helen Chenoby
by Helen Chenoby - Friday, 24 November 2017, 2:50 AM
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Re: Explaining Activities in the TPA
by Helen Chenoby - Friday, 24 November 2017, 6:08 PM

Hi Sheryl,

Another great explanatory video!

Thanks for sharing!

excellent.gif

Best regards

Helen


Attachments:

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[ Modified: Friday, 24 November 2017, 2:50 AM ]
 
Picture of Helen Chenoby
by Helen Chenoby - Wednesday, 22 November 2017, 7:46 AM
Anyone in the world
Student Engagement in Mathematics
by Helen Chenoby - Saturday, 18 November 2017, 2:47 PM

Student Engagement

Student engagement is very important factor in education. High student engagement in learning of any subject is an aim of educational industry.

 

Definition of student engagement in research literature

Research literature about student engagement in education suggests that it encompasses three areas: cognitive, behavioural, and emotional (Kong, Wong & Lam, 2003; Hall, Strangman & Meyer, 2011).

Cognitive engagement

Cognitive engagement includes an investment in learning and a willingness to go beyond the basic requirements to master difficult skills. There is a distinction in cognitive engagement between students adopting surface strategies, deep strategies and reliance (Kong, Wong & Lam, 2003; Fredricks et al., 2004).

 

Behavioural engagement

Behavioural engagement is the level of participation in the school activities and the involvement in academic learning tasks, positive conduct and the absence of disruptive behaviors (Fredricks et al., 2004).

 

Affective engagement

Affective engagement relates to the relationships of students and teachers and refers to students' emotional responses, including interest and anxiety according to educational and psychological researchers (Russell, Ainley & Frydenberg, 2005; Skinner & Belmont, 1993). In the school context – emotional engagement can include emotions which are experienced by students such as anxiety and frustrations, attitude, interest, boredom, expectations and involvement, and a sense of belonging (Kong et al., 2003; Connel & Wellbon, cited in Kong et al., 2003, Horn-Hasley, cited in Fielding-Wells  &  Makar, 2009).

 

A couple of years ago I conducted the research study for a Masters in Science “The role of ICT in student engagement in learning mathematics in a preparatory university program”. Key Research findings are presented at MoodleMoot Conference in 2015: “Using Moodle to enhance student engagement in the learning of mathematics”.

 

The participants of the research study were students, enrolled in the Foundation Studies mathematics course at Victoria University. The students were randomly allocated to either the two classes that were taught:

1-      in a traditional way and

2-      with the help of technologies available in Moodle environment.

The complex relationships between the students' cognitive, affective and behavioural engagement and their attitudes towards the use of technology as an aid in the learning of mathematics, whilst taking into account the various individual characteristics of the students were investigated. The analyses revealed that these factors did not affect directly students’ engagement in the learning of mathematics, but students’ usage of Moodle was found directly related to students’ achievements in mathematics.

 

Debate on how ICT should be used to improve student engagement with mathematics is continuing, based on Learning Theories:

Leraning-Theories.jpg

 

Some researchers stated that placing computers in the classroom had been almost “entirely wasteful” and teachers, administrators and parents had fallen for e-lusions”. 

While debates on how to use the ICT in teaching and learning still continue,  I am lucky to be involved in practical courses, provided by Dr Nellie, where we can learn How to improve student engagement.

 

To me, the most important factor in student engagement is to engage your students in “experiential (hands-on) learning activities that promote collaborative learning skills via teamwork” (Dr Nellie).  Find out how you can engage your students in experiential learning activities that promote social learning skills via problem-based learning, we have a great opportunity to learn technology through the use of the Internet with Dr Nellie.

    “I never teach my pupils. I only attempt to provide the conditions in which they can learn”

(Albert Einstein). 

Moodle-Quizes.png

 

 

 

Team-people.jpgI am an advocate of project-based learning and teamwork. 

 

Team.jpgThe difference between success and failure is a great team. 

 

Dr Nellie and all participants of MM-11!  

Thank you.jpg

 

 

Resources: 

Attard, C. (2011). Technology in the middle years mathematics classroom: Technology driving pedagogy or pedagogy driving technology? Retrieved July 20, 2011 from: http://learning21c.wordpress.com/2011/07/10/technology-in-the-middle-years-mathematics-classroom-technology-driving-pedagogy-or-pedagogy-driving-technology/

Çakır, H., Karadeniz, Ş., Uluyol, Ç., & Delialioğlu, Ö. (2010). A Comparison of Student Engagement Between a Blended Learning and a Traditional Learning Course in Higher Education. 10th International Educational Technology Conference (IETC2010), 26-28 April 2010, Boğaziçi University, İstanbul, Turkey.

ISTE (2011). Digital-Age Teaching. International Society for Technology in Education. Retrieved 26 August, 2011 from: http://www.iste.org/standards/nets-for-teachers.aspx

Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4-21.

 


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Picture of Sawsan Fawzy
by Sawsan Fawzy - Monday, 20 November 2017, 8:08 PM
Anyone in the world
Personalization is engaing
by Sawsan Fawzy - Friday, 17 November 2017, 12:25 PM

I may define engagement in one word: personalization.

When teaching jobs vocab and routines, I prepared job tags for Ss, tags of their dream jobs. They wore the tags and spoke to each other about their dream job routines happily. 

When teaching 3rd if conditional, I showed them a trailer of David Copperfield movie. I showed them how miserable he is, although he's a successful writer and happy husband,  because of his bad memories. Then I encouraged them to use the target rule to tell him in different ways that he wouldn't have been what he is now if he hadn't gone through his tragedy.

Personalization along with critical thinking start when Ss, using the target rule, start to reflect on their own painful experiences and what gains they would have missed if they hadn't gone through those painful experiences.

These were examples of collaborative personalized classroom discussions that were engaging.

 
Picture of Nellie Deutsch
by Nellie Deutsch - Wednesday, 15 November 2017, 9:20 AM
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Re: Blogging
by Zoriana Diak - Wednesday, 15 November 2017, 3:32 AM

Maybe I would describe the situation first. I can't register an external blog as it says that url is wrong. Can i register any blog i like?And I don't really know how to use blogs as a student

 
Anyone in the world
Student skills for learning in virtual worlds
by Cynthia Calongne - Tuesday, 6 June 2017, 4:28 PM

Vanderbilt University around 2010-2011 presented to our Global Learning Forum their progress on a grant study to identify the virtual world competencies that nursing students needed to study in a virtual world. They listed 120+ competencies.

My students who are unfamiliar with virtual worlds, 3D design or scripting, build content in world (Second Life and Opensim) and often begin their first day using a tool I designed that takes them from novice skills to a few intermediate texturing skills.

For basic skills, they need to:

  • Download an Opensim version of the Firestorm viewer -- to use one viewer for every world
  • Create an account, login, and wear their clothing - clothes did not auto attach for new avatars in Opensim
  • Login and set their preferences (graphics, voice, chat log saves, advanced & developer menus, double click teleports, no afk)
  • Learn to move and change modes between movement, navigating the chat log and scrolling through their inventory
  • Learn to communicate via the Nearby Me chat, private IM, voice, and by sharing content
  • Learn to use their camera controls to look around
  • Interact with objects
  • Create objects, shape, texture, use transparency, drag scripts into the Content tab, and set the features for light
  • Learn to texture the face of a primitive, required for Media on a Prim and adjust the texture settings
  • Share content and find content in their inventories
  • Learn to use the autoscript tool at http://3greeneggs.com/autoscript for designing prims that perform 9+ tasks, including move, speak, give content and load a Web browser.
  • Reflect on how avatars move, animate, dance, gesture, socialize, attend meetings and conferences
  • Reflect on the virtual world culture and netiquette
  • Understand that their privacy and comfort matters and that we respect their discoveries

I'm sure that I'm missing a few other competencies, but these are the basics for my students. Due to the asynchronous nature of our school's chat requirements, how everyone learns and practices these skills may vary. I host a few tutorial sessions to help everyone get accustomed and gain support when learning these skills.

My teaching style is cognitive apprenticeship.

 

 

 



Re: Student skills for learning in virtual worlds
by Eleonora Mauriello - Wednesday, 7 June 2017, 9:17 AM

Such an useful list! 



Re: Student skills for learning in virtual worlds
by Lucia Bartolotti - Sunday, 11 June 2017, 2:10 PM

Great list, Lyr, thank you!



Re: Student skills for learning in virtual worlds
by Edward Howell - Friday, 16 June 2017, 11:39 AM

Hi, Lyr, 

Do you have links for the competencies you talked about? Also, what else can you tell us about teaching styles? I have only ever heard of learning styles. (I know, I could Google it, but I am trying to foment interaction.) 

smile

Exosius



 
Anyone in the world
Guide to a Successful Second Life
by Edward Howell - Friday, 16 June 2017, 11:25 AM

While there are many helpful "Getting Started" guides available online, in the Wiki, and many videos, I would say that the skills required are only partly covered by the technical requirements of Second Life. The other skills that are important are more generalized. 

For example, there is a thing called "stick-to-itiveness." Tenacity, the ability to overcome frustration, and the ability to seek out answers - from online source, from voluminous Help systems, and from other people - is important, because this is a vast and complex system to enter. 

Another skill is communication. Rich interactions in this world need to go beyond "LOL i know rite, u r 2 crazeee" and can be as complex and rewarding as you wish to make them. 

And finally, there should be a balance between your worlds. An avatar can grant a positive mental influence, and it can significantly impact your self-image and confidence - but at the same time, we have to remember that it is not part of your physical body, and is in reality a low-consequence extension of yourself. If someone throws unmentionable images at you, or shoots you with a virtual weapon, it's important to be able to quickly divorce yourself from the psychological impacts of those "attacks." It's not real, and it's not going to affect you more than you allow it to. And of course the more affected you are by these griefers, the happier they are - they are using you like a drug, to get a biochemical reward from their behavior. No need to feed their habit. Laugh, say, "good one, have a great day" and leave. 

Thanks for reading! 

 



Re: Guide to a Successful Second Life
by Nellie Deutsch - Saturday, 17 June 2017, 10:47 AM

Great advice about grievers not only for SL and VW but for life, too, Edward. 



Re: Guide to a Successful Second Life
by Lucia Bartolotti - Sunday, 18 June 2017, 2:36 PM

Nellie is right: these are words of wisdom, Exosius! smile



Re: Guide to a Successful Second Life
by Maria Rizza - Tuesday, 27 June 2017, 5:53 PM

 GREAT AND USEFUL ADVICE THANKS 

 I DO AGREE ABOUT COMMUNICATION SKILLS FOR SECOND LIFE Users