BlogNotes - Web 2.0: Pedagogical Evidence and Brain Research

Very much appreciated the research references here in support of online learning...considering this in terms of online courses.
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    • Web 2.0: Pedagogical Evidence and Brain Research
    • May 28th, 2010
    • By Jeffery Ayer,
    • the reinforcing research is thorough enough to justify using wikis,blogs, podcasts, Flickr, Moodle, and online writing technologies that I feel can significantly improve students’ writing, and perhaps more importantly, prepare them for digital citizenship.
    • “Because many new technologies are interactive, it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge” (Bransford, 2000, p. 208).
    • always allow sufficient time in class and extended deadlines for certain types of online work that allow students enough flexibility to participate successfully, even if they don’t have access to the web after school is out.
    • A number of the sources in my research focus on how technology can help to drive motivation and keep students focused on real-world tasks using new real-world technologies, all the while giving them the opportunity to “perform and learn in far more complex ways than ever before” (Bransford, 2000, p. 215).
    • Web 2.0 collaboration and activity can easily meet the four psychological needs he cites in his article, “’Choice Theory’ and Student Success,” including “the need to belong, the need for power, the need for freedom, and the need for fun” (Glasser, 1997, p.17).
    • Willis makes a clear brain-based assertion that dopamine in students’ brains is not as readily blocked when teaching strategies include “exploration and investigation activities, cooperative learning, allowing students to establish some of their own learning goals, student choice of subtopics to investigate, social collaboration, and physical activity connected to academic study” (Willis, 2007, p. 35).
    • Bransford argues that the use of these technologies in the classroom can actually redefine the roles of students and teachers alike, stating that “[o]ften both teachers and students are novices, and the creation of knowledge is a genuinely cooperative endeavor.  Epistemological authority – teachers possessing knowledge and students receiving knowledge – is redefined, which in turn redefines social authority and personal responsibility” (Bransford, 2000, p. 227).
    • Glasser could not be more thrilled, stating that students have a “personal world” where only a select few are allowed to enter.  If teachers move from bossing to leading, and these technologies can allow for exactly that, then “[w]e follow [teachers] because we believe they have our best interests at heart.  In school, if [a student] senses that particular teachers are now caring, listening, encouraging, and laughing, he will begin to consider putting them into his quality world,” and the environment of that classroom can be truly special (Glasser, 1997, p. 18).
    • when students are in a positive emotional state”
    • students tested under these conditions show better working memory, improved verbal fluency, increased episodic memory for events, enhanced creative problem solving, focus, and higher order executive function and decision-making abilities” (Willis, 2007, p. 35).

Posted from Diigo. The rest of my favorite links are here.

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