Brainstorm+Page

I suggest we start putting new ideas in from the top:


 * eLesson Title, Focus, Objectives etc**

//**Title:**//

Thys: Motivational Factors in eLearning: A look at pragmatic strategies and techniques Aaron: Motivational Factors in eLearning: A look at pragmatic strategies and techniques Susi: Motivational Factors in eLearning: Strategies for Integrating Motivation into Instruction

//**Focus:**//

Thys: Pragmatic motivational strategies and techniques of the ARCS model Aaron: Pragmatic motivational strategies and techniques of the ARCS model - presented as a workshop Susi: Using Keller's ARCS model to integrate motivation into instruction

//**Objectives:**// ** Should this be 'Goal'? The objectives are the steps leading to achievement of the goal, non? **

Thys: Demonstrate an understanding of the ARCS model Identify ARCS strategies and techniques for eLearning environments Apply motivational strategies and techniques to eLearning environments Aaron: Demonstrate an understanding of the ARCS model and elearning motivational strategies generally by creating a personalised action plan of motivational strategies to use in 'your own' elearning environment. (sample lesson plan around the above: ) Susi: Create an instructional design using the learnings from the ARCS model to motivate the target audience

Nicola: We have lots of input now from Academia would be interested to know what is happening in the business world. So many companies now have very pro-active and successful training departments: Thompson-Reuters, Peter Hall at Westpac even the giants like Microsoft etc you guys in the Ozzie business market do you have any access to their Best-Practises? Yes - as long as those best practices are linked to our objectives.

Aaron's Lesson Plan draft idea



Nicola I suggest Pre-Activities: 1) provide video that gives overview of ARCS 2) provide short reading list to accompany it (but be prepared that they will not read it) 3) Thys would like to see survey but am imagining we could get them to apply it to EDPC5003 and in that way not expect them to learn a new e-learning tool. Though I am beginning to question the use of YET ANOTHER survey as we have already asked them to do one and should be varying our techniques Synchronous session 1) go over arcs again to recap and catch those that didnt even bother to watch the video using different presentation technique ppt with voice maybe? 2) i like idea of one breakaway session with 4 groups and then to come back and present the comparison of the breakway groups in class discussion - we could possibly use results of survey. I am phantasising that the survey will give those aspects of EDPC5003 that were not motivational and breakaway groups could either work on finding a solution or summarising elements that were motivational 3) wrap up could be jsut pointers to other motivational theories that we have not dealt with and to deal with any questions.
 * Ideas for the content of the e-lesson**

**Susi:** **Lesson Outline: (we need to come up with a catchy name)**

**Asynchronous Pre-Activities** 1. Students are provided with video clip/presentation containing the necessary information regarding ARCS model and its relevant motivational strategies and techniques. This video clip/presentation is watched the week prior to the e-lesson as a preparatory activity. Add a SHORT reading. See this site: ﻿[] 2. In their 5003 groups, students compile a concept map summarising the information about the ARCS model – anyone know a good online concept mapping site? They send us their concept maps. **Time: 1 hour** **Synchronous Activities** 1. Outline lesson objectives etc. – any way we can leave them up and ‘tick the box ‘ as we go through them? (5 mins) 2. Present graph of our survey results: quick whole-group discussion (10 mins) 3. Split students into 2 groups: each group compares and contrasts 2 of the concept maps provided. (we provide the concept maps on gdocs, the groups share on the same gdoc) 15 mins 4. Back in whole-group: discuss group ideas, then take a poll on whether they think this is a valid motivational model (10 mins) 5. Put students in 4 groups. Each group watches a video of a poor example of motivation (Penny/Sheldon?), then brainstorms about how the methods employed go against the ARCS models and suggest specific e-learning strategies they gleaned from their readings. We provide a checklist as a scaffold. This part is done in conference format, via Skype (means we have to get their skype addresses beforehand). Each one of us is assigned to moderate one of the groups. (15 mins) 6. Back to a whole-class session: Each group provides a short feedback of their findings. (10 mins) 7. Wrap-up: a) ‘sound and light’ ppt presentation that we put together: eg: [] + question time b) 3-2-1 strategy: ideas for e-version? (10 mins)
 * TOTAL TIME: 75 mins **

Thys:
 * Latest idea: **

** Title: ** Motivational Factors in eLearning: A look at pragmatic strategies and techniques ** Objectives: ** · Demonstrate an understanding of the ARCS model · Identify ARCS strategies and techniques for eLearning environments · Apply motivational strategies and techniques to eLearning environments
 * Model a motivating elesson?

** Outcome: ** A list of motivational techniques to use in 'your own' elearning environment. ﻿The learners will be able to:
 * Identify the elements of human motivation
 * analyse target learner characteristics to determine motivational requirements
 * be familiar with the characteristics of materials and processes which foster motivation

Le ** sson Outline: ** // Asynchronous Activities (Pre-Activities) // 1. Students are provided with video clip/presentation containing the necessary information regarding ARCS model and its relevant motivational strategies and techniques. This video clip/presentation is watched the week prior to the e-lesson as a preparatory activity. Great idea - and for visual learners ﻿I would add a SHORT reading. See this site: ﻿ []


 * Sequence: probably reading first, audio second? **

2. Students are provided with an online/electronic media based ‘course’. Worth grouping the students and proposing each group works on a different course? They they can report back in the synchronous section: present their course and justify their evaluation.

They individually evaluate the course using an adapted version of the "Instructional Materials Motivation Survey". This survey was developed by Keller for people to evaluate courses based on the four components of the ARCS model. We can use this survey but adapt it slightly for our needs. We can again use the survey site to get the students to complete the survey. 3. We then compile the results prior to the synchronous session. // Synchronous Session // // Introduction // 4. The session is introduced, objectives and outcomes are provided, and an overview of activities is given.

// Activity One //

5. Instead of providing the results to each user individually, we provide students with their results as an average of their e-lesson groups during the synchronous session. (From this point onwards the students will work in their e-lesson groups or whatever groups we want to use). this part worries me because of all the technical things that can go wrong..... 6. Groups are asked to review their results of the survey, and then to suggest specific motivational strategies to practically improve those areas where they felt it was lacking in the elearning program. 7. Their suggestions are then shared with the group. Suggestions need to be substantiated.

// Activity Two //

8. We provide groups with a two column table. The left column will contain the ARCS motivational strategies (as provided in the tables in the Development and Use of the ARCS Model of Instructional Design reading by Keller). The right column will contain a heading “Techniques”. 9. The groups are then requested to work as a group to suggest at least one practical technique/method/approach for implementing each strategy into an elearning program. (This activity is in essence the workshop that Aaron is suggesting and will most likely require the bulk of the time.) 10. Their results are then shared with the rest of the group. (This table will form the “take away” list of motivational techniques they can use in their own ‘elearning’ designs) // Wrap up // 11. The session will then be wrapped up. This could be done with a short video as a reminder / closing message on the importance of motivation or something along these lines.


 * Initial ideas:**

I’ve gone through some of the readings and ideas we’ve posted on motivation and I’ve thought of the following three possible e-lessons we could do. (high level thoughts only so please excuse the rough outline):

<span style="color: #008000; font-family: 'Arial','sans-serif';">e-Lesson 1 <span style="color: #008000; font-family: 'Arial','sans-serif';">1. The class members are assigned to workgroups for the week. (These groups could be the current e-lesson groups). The groups can work synchronously or asynchronously during the week to complete the group tasks. <span style="color: #008000; font-family: 'Arial','sans-serif';">2. Each group decides on a case study of a course or program (one per group) where motivational appeal appears to be a problem and apply the ARCS model strategies to it. <span style="color: #008000; font-family: 'Arial','sans-serif';">The case study should include elements of elearning/CBT. Should we provide the case study? They are likely to consume a lot of time agreeing on a case study, and we would rather they spent that time actually working on ARC <span style="color: #008000; font-family: 'Arial','sans-serif';">3. The ARCS design model is then used by each group to identify what the motivational challenges or issues may be and develop some motivational objectives (list a maximum of two otherwise the activity may take too much time). The group then identifies and lists the strategies that will achieve the motivational objectives. The group must provide reasons for selecting the specific strategies. <span style="color: #008000; font-family: 'Arial','sans-serif';">4. Groups then present their problem and solution during class. <span style="color: #008000; font-family: 'Arial','sans-serif';">5. As part of our presentation/facilitation during the synchronous session we provide an overview of the various motivational models, and highlight some of the specific e-learning strategies as suggested in the readings. i.e. transmit declarative knowledge? not sure this is in line with motivation theories/constructivist approach. Could we provide another activity. EG. Do you guys watch "Big Bang Theory? In one of the episodes Sheldon (geek) is trying to teach Penny (ditsy blonde) physics. His approach is all but motivational. See link: http://www.youtube.com/watch?v=AEIn3T6nDAo. It lasts 7 minutes. Could we do something like the learners watch it, and then in their breakout groups they brainstorm about how the methods Sheldon employs go against ARCS and other models and suggest specific e-learning strategies they gleaned from their readings. <span style="color: #008000; font-family: 'Arial','sans-serif';">6. To aid in this activity we can summarise the ARCS model, ARCS strategies and ARCS design model from the readings. ﻿Don't think we should summarise - they should, shouldn't they? Is it difficult to provide a concept map for them to complete, for example. (technical apps definitely not my strong point!) <span style="color: #008000; font-family: 'Arial','sans-serif';">7. As an alternative to the ARCS model, we could also change the focus of this activity to the SCT model (newer motivational model for elearning)). Realistically, how many of them will do the readings? My guess is that they will 'satifice' (a la Goodyear) our lesson. As Aaron (I think) remarked, by then they will be pooped and have had their fill of readings <span style="color: #008000; font-family: 'Arial','sans-serif';">e-Lesson 2 <span style="color: #008000; font-family: 'Arial','sans-serif';">1. The class members are assigned to workgroups for the week. (These groups could be the current e-lesson groups). The groups can work synchronously or asynchronously during the week to complete the group tasks. <span style="color: #008000; font-family: 'Arial','sans-serif';">2. Groups are requested to compare the ARCS and SCT models. To aid in this activity we list a number of questions such as: ﻿ yes! great to provide 'checklist' to guide them - see 5022 :) <span style="color: #008000; font-family: 'Arial','sans-serif';">a. What is motivation? (Group to provide their own definition based on readings) <span style="color: #008000; font-family: 'Arial','sans-serif';">b. What are the difference between the ARCS and SCT models? <span style="color: #008000; font-family: 'Arial','sans-serif';">c. What are the similarities? <span style="color: #008000; font-family: 'Arial','sans-serif';">d. Is any of the two more appropriate for eLearning? <span style="color: #008000; font-family: 'Arial','sans-serif';">e. What motivational techniques have been used successfully in elearning? <span style="color: #008000; font-family: 'Arial','sans-serif';">f. Etc. <span style="color: #008000; font-family: 'Arial','sans-serif';">3. Groups then present their results in the synchronous session. <span style="color: #008000; font-family: 'Arial','sans-serif';">4. As part of our presentation/facilitation during the synchronous session we provide an overview of the various motivational models, and highlight some of the specific e-learning strategies as suggested in the readings.

<span style="color: #008000; font-family: 'Arial','sans-serif';">e-Lesson 3 <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">Or in line with the gaming and motivation suggested by Nicola, we could ask groups to read the papers on ARCS/SCT and then consider how the ARCS/SCT model applies to gaming in elearning? We can again pose certain questions to guide discussions.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">e-Lesson 4 <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">1. We provide students with an ARCS model video/presentation, which they will watch in prep for class. In class (adobe connect), we provide each group with four case studies which provides them with the demographic and characteristics of a chosen audience. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">2. Each group will have a different audience.We then provide them with four different elearning modules. These elearning modules will be the same accross the groups. (so apples against apples). <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">3.The groups need to then use a table/checklist to evaluate whether the module delivered on the components of the ARCS model. They need to be able to substantiate their answers using the model. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">4. They then need to use the startegies/techniques of the model to suggest specific motivational improvements. <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 105%; line-height: 115%;">5. Each group get a turn to provide their findings/results.

To my mind this one best covers the objectives and is most in line with knowledge construction theories... Somewhere/somehow we should tie in the survey they did. I think this will interest them and show how our elesson is strategic.

THANKS FOR YOUR PROLIFIC AND CREATIVE OUTPUT, THYS!
**Some ideas for a topic:**

Thys: Optimal interface design for eLearning. Strategies for addressing motivational factors in eLearning. Appropriate/Best use of different media types in eLearning. Susi : reusability in elearning ethics in e-learning Aaron: I would be interested in investigating motivational factors in elearning.

Nicola : besides files uploaded here is also link: @http://www.amazon.com/Developing-Employees-Who-Love-Learn/dp/0891061509

Susi: Which uploaded files, Nicola? Under Manage Wiki, there is a section that shows Pages, Files etc - I loaded 2 files into Files that are two papers - will embed them here

Thys: I view readings from me:

[|Review of factors that contribute to drop out and non-completion of eLearning]



**<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Synchronous or asynchronous presentation? ** <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">**Blended**

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">**Aaron's Lesson plan idea:**

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">As for Nicola's suggestions earlier, perhaps we can organise a lecture on the subject in general but focus on a specific part of it and actually implement that strategy into the lesson plan.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">For example, our subject is one (an area of) motivational factors, however the way we deliver it realises a specific strategy to elicit a result. (what that is i'm not sure yet - we have to decided).

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">An idea for an approach might be that as most of the other people in our class are teachers, we could address them as our 'employees' (their job being to teach kids). this way keeping our business focus and addressing them as the students rather than giving them direct knowledge on how to motivate their kids.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">Let's say we overview the arcs model as a general subject (-normal course plan around this model), but through this we focus in on a specific skill like relevance: ie-making a lesson relevant. We can then produce a series of 'tasks' that link this skill back to our lesson and make everyone do them in 'real' time.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">Thys:

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">I agree. Maybe we should list a few areas of motivation in elearning we may want to present. We can create a list at the top of the Brainstorming page so it is easy to see.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: small;">We could include in the broader scope of the lesson what motivation is in terms of elearning specifically and then focus in on a specific aspect, such as increasing eLearning completion rates or improved learning outcomes, increased level of knowledge retention etc. through addressing specific motivational factors.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">Susi: <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">Ok - i'm on board. i've launched my reading frenzy... <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">If you follow the link pasted below it takes you to a user-friendly 'how-to guide' on students developing online learning skills: []

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">i'd like to tackle the **retention** aspect if that's ok with y'all.

Just a thought: would it be helpful for us to compile a questionnaire asap to share with our peers? The objective would be to ascertain what they'd like to know about motivation in learning. Perhaps provide a simple reading which gives a broad overview, followed by a list of motivational aspects which they then rank in order of preference. Relevance seems to be a big issue in e-motivation, so this would be our attempt to address that issue.What do you think?

Me again: Not sure which delivery system we should use for our questionnaire. Just needs to be super easy to access, use and complete. Below a draft questionnaire to get us going. It might inform the decision as to which tool to use.

<span style="color: #0000ff; display: block; font-family: Calibri; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** Needs Questionnaire ** - **What would you like to learn about motivation in e-learning?**
 * <span style="color: #0000ff; display: block; line-height: normal; margin: 0in 0in 0pt; text-align: center;">** 5022 Group Assignment 2 **

Name:

Profession: || Teacher || Instructional Designer || Other ||

Which aspects of motivation are you interested in learning about? (4=very much, 3= somewhat, 2=a little, 1=not at all)

Are there any other aspects of motivation in which you are interested?
 * The theories of motivation || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Strategies for increasing motivation in e-learning || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Reusable motivational objects || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Motivation in increasing e-learning retention rates || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Extrinsic versus intrinsic motivation in e-learning || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Motivational techniques in e-learning || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Motivation models || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Motivational principles ||  ||   ||   ||   ||
 * Evaluating motivational factors || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||

In a **synchronous** online class, how much do you like learning in the following ways? (4=very much, 3= somewhat, 2=a little, 1=not at all)


 * brainstorming || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * idea sharing || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * group breakouts || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * electronic guests || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * polls || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Skype chats || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * Skype conference || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * discussion thread || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">4 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">3 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">2 || <span style="color: #0000ff; display: block; font-family: Calibri; line-height: 115%; margin: 0in 0in 0pt; text-align: center;">1 ||
 * collaborative writing on a wiki/google doc ||  ||   ||   ||   ||

Other comments or suggestions:

S usi:

** John Dewey info for facebook (also emailed as word doc if you want to see the pics) **

Dewey's educational theories were presented in My Pedagogic Creed (1897), The School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning. Dewey believed there is an intimate connection between education and social action in a democracy. "Democracy has to be born anew every generation, and education is its midwife," School should teach students how to be problem-solvers by helping students learn how to think rather than simply learning rote lessons about large amounts of information. In Dewey's view, schools should focus on judgment rather than knowledge so that school children become adults who can "pass judgments pertinently and discriminateingly on the problems of human living" Dewye became interested in social problems and was influenced by the ideas of the radical writer, Henry George. He also became friends with those social reformers based at Hull House such as Jane Addams, Mary White Ovington and Alice Hamilton. Dewey was a founder member of the National Association for the Advancement of Coloured People and the American Civil Liberties Union Dewey later joined the Progressive Party and supported Robert La Follette in his attempts to become president. Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes. met and married Alice Chipman, with whom he would have seven children. [] ** Influenced by ** Plato · Rousseau · Hegel · Peirce · James · Ladd · Ward · Wundt ** Influenced ** Veblen · Santayana · Kaplan · Hu Shih · Hook · Young radicals · Greene · Putnam · Chomsky · Habermas · Rorty · West · Durkheim ** Quotes ** “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” “Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” “We can have facts without thinking but we cannot have thinking without facts.” “Genuine ignorance is profitable because it is likely to be accompanied by humility, curiosity, and open mindedness; whereas ability to repeat catch-phrases, cant terms, familiar propositions, gives the conceit of learning and coats the mind with varnish waterproof to new ideas.” "In a complex society, ability to understand and sympathize with the operations and lot of others is a condition of common purpose which only education can procure." ** Influenced ** Durkheim

Chomsky Santayana Veblen