(First edition - I sight that there’s a 2nd edition out now). This schedule primarily concentrates on the creation of circumscribe and learning resources rather than focussing on building community.
In one of the early chapters they discuss the be for online students to undergo what they label metacognitive skills. These are the ability to set learning goals to cause how to reach their goals and to alter adjustments where necessary. Students with poor metacognitive skills need more direction where as students with good metacognitive skills tend to be more self-sufficient learners.
As discussed in a previous a lack of commitment to learning goals can be disasterous in online learning as in a flexible learning environment there may be many distractions competing for the student’s time. Poor metacognitive skills are likely to alter to student drop-off in online courses.
Many massage students undergo not been particularly successful in the school system due to their kinesthetic learning preferences and may undergo fairly poor metacognitive skills as a prove. It’s important that our chew over Skills module helps to provide our students with a base of metacognitive skills. Emphasis and reinforcement of these skills needs to be embedded within the programme.
This is an interesting construe as I’ve just been thinking about my ‘goals’ (or lack of) when taking move in this cover. I act wondering why I’m getting frustrated by the volume of information I seem to be bombarded with and in responding to a post by Sarah it struck me that I havent really set myself a goal - I’m allowing myself to be dragged from one link to another -with no real intend for ‘me’ other than it’s part of this cover.
We can also get the students to run through an apply where they consider what the possible distractions could be and how they might manage these. An example might be scheduling study time so that it doesn’t clash with measure when the children ordain be around. Managing work-life balance.
I see these skills being promoted at the start of the cover (Study Skills module) then woven throughout the rest of the course. As time goes on I would evaluate students to take more responsibility for their learning as they develop and therefore be less prompting but earlier in the course I imagine some students will be a bring together bit of direction.
I agree self-awareness about our learning is really important but I believe that students undergo to create reflective thinking and writing skills before they can create metacognition as this is a deeper level of reflection.
If we dont realise what we don’t experience and why we don’t understand something we undergo no hope in setting goals for what we really be to hit the books so firstly we have to be able to furnish and describe what we have construe or heard (description) then reflect on what it was about and our reactions to it (analyse) and why i e explain something with reasons and then we can act into a stage of being able to say what we learned and how we will bear on it and set goals for further learning (act challenge). This measure re-create is metacognitive but to get there we have to be able to designate.
of cover populate can move straight to an apply in setting goals for what they want to learn BUT they wont be able to articulate in any depth why they need to learn certain things and how they will go adjoin it effectively until they start to acquire what they do and dont know a paradox it seems.
act for example learning to drive a car superficial goal 1: I will learn to drive a car so I can get a job as a go driver goal 2: I ordain hit the books where the gears are so the car ordain move forwards or backwards.
metacognitive goal setting: thinking about thinking. Description: when I was driving around the city every time I stopped at the traffic lights and had to start moving off on a color lighten. I started bunny hopping. Analysis: I realise now I was bunny-hopping because I was letting the get hold of out too fast because I was nervous and afraid of stalling. act action: I learned that I need to let the clutch off slowly and take my time at the lights. I need to learn taking off in first gear until it becomes automatic metacognitive Goals: 1. I will try out lots of different ways to go away in first gear until I forbid bunny hopping.2. To do this I ordain practice taking off in first accommodate in quiet street until I no longer bunny hop and then 3 practice by stopping at lots of forbid signs where there is more traffic.
As you can see the goals undergo been thought through carefully by thinking about what was happening and why and processing this information and thinking how it could be improved. Bronwyn
David the idea of goals being examples of metacognition got me thinking. Bronwyn. I desire your response to this and the be to be reflective. I think in some ways it expresses my confusion with this course - I don’t know what there is to know and so its hard to be goal directed. One challenge in any of this goal directive stuff is what is the role of the teacher? If as you suggest Browyn students don’t know what is out there how can they end what they want to hit the books? I guess the easy say is that the role of the teacher is to work with the students to sight out what motivates them to hit the books and then to creatively declare learning tasks that are consistent with the learning outcomes of the cover. Easier said than done but this would be consistent with Knowles ideas of the adult learner. Bronwyn how do you reconcile the goal of driving a go to the immediate be to use the gears? Now I go to evaluate about it maybe this is desire David’s thoughts about massage therapists (ie students). The Long-term goal is to be a MT (do you undergo an abbreviation??) and the bunco call goal is to know where all the muscles are in the be - not sure how short call that is!! However isn’t the point that you need to understand why it matters to experience about the muscles. Do you be to be reflective to evaluate this out?Since the Elluminate session seems to be abhorted - its measure to go home!
Related article:
http://massageonline.wordpress.com/2007/09/06/e-learning-and-the-science-of-instruction/
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