coaching metacognition
DESCRIPTION
Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques. Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.TRANSCRIPT
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1 2 3 4WHAT is COACHING?Types of instruction
WHY do weneed to coach METACOGNITION?
HOW can we coachMETACOGNITION effectively?
IntentionalHidden Curricula
Web LiteracyStandards, Skills, and
Competencies
ShowcaseUNL Blended courses
TEAC307ENGL322
Resources
Link to Roz Hussin folder
https://drive.google.com/folderview?id=0B65XgVipBfIFVDhUOExpejIyLUU&usp=sharing
Link to main colloquium folder
https://drive.google.com/folderview?id=0B65XgVipBfIFN3FzdWNlazhOU00&usp=sharing
Cycle ofSelf-Directed Learning
Assess task, Evaluate strengths/weaknesses
Plan execution/outcome
Apply strategiesMonitor performance
Reflect, Respond and Reiterate
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Blended & Online Learning Colloquium 2014: Supporting Research-Based Instructional Strategies with
TechnologyOrganized by the Office of Online & Distance Education, University of Nebraska–Lincoln
April 14, 2014 at theJackie Gaughan Multicultural Center, UNL City Campus
Research-based technology supported teaching and learningin online and blended courses at UNL in the area of
Coaching MetacognitionPresented by Roz Hussin, Bill Lopez, Jane Hanson
http://go.unl.edu/colloquium2014rozhussin
The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.
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1 2 3 4WHAT is COACHING?Types of instruction
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Types of instructionteaching
trainingmentoringmonitoringcoaching
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ching
Arranging conditions to bring about learning as planned; changing the frequency of actions on a relatively permanent basis given a set of conditions.
(Eshleman, 2001)
defi
nit
ion
te
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Refers to the acquisition of knowledge, skills, and attitudes as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills.
(Wikipedia, 2006)
defi
nit
ion
training
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A form of teaching that includes walking alongside the person you are teaching and inviting him or her to learn from your example. Informal relationships develop naturally between mentor and mentee, while formal mentoring refers to assigned relationships, often associated with organizational programs.
(Wikipedia, 2006)
ringment
defi
nit
ion
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Encompasses supervising, observing, and testing activities and appropriately reporting to responsible individuals; Providing an ongoing verification of progress toward achievement of objectives and goals; A frequent or continuous process of checking that codes are consistently being complied with. (CCC, 2005)
defi
nit
ion
m ringnit
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Coaching is a holistic developmental strategy that enables people to meet their goals for improved performance, growth or career enhancement
ching
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Sophisticated form of teaching which
awarenessthe learner’s
achingc
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deepengagement
venturing fearlessly into sensitive & dangerous subjectsachingc
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systemic achingc
Focuses on improving the effectiveness and survivability of a human system: usually a couple, group, family, team or community. A systemic coach assesses a system's functioning (systemic diagnosis) and goals (systemic goalwork) and coaches the members to develop an interactive coaching plan to achieve both individual and systemic goals. This begins with dissolving barriers between system members to enable resourceful communication on all aspects of the system.
(Wikipedia, 2006)
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(Vygotsky, 1978)
Jigsaw MethodRelay MethodJ.I.T.Method (Just-In-Time)
Social
Learning
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1 2 3 4WHY do we
need to coach METACOGNITION?
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Metacognition:thinking about thinkingone of the highest levels of learning ability to examine one's own thinking processes and strategies; to consciously reflect and act on the resulting metacognitive knowledge to modify those processes and strategies; a metacognitive learner is in control of his learning process and his future learning. (Flavell,1976)
metacognition
achingc(Hussin & Kim,2013)
https://drive.google.com/folderview?id=0B65XgVipBfIFX1AzZkN0NktRa1U&usp=sharing
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…metacognitive… skills and
habits must be taught and reinforced
through thoughtful
instruction… (it does) not
necessarily develop on its own…
instructors play a critical role…
Resource: pp. 188-216 (Ambrose et al, 2010)Chapter 7 How do students become self-directed learners?
https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf
“
”
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Isaac Newton”
“An object at rest will remain at rest
acted uponoutside force
unlessby an
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1 2 3 4HOW can we coach
METACOGNITION effectively?
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(Vygotsky, 1978)
ZPDZone of Proximal Development
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Give a man a fish and he will eat for a day.Teach him how to fish and he will eat for a lifetime.
(Lao Tzu, circa 600 BC)
…But show him how to sell fish and he will eat steak.
(unknown)
“”
Self-Determined Learning
Self-Directed Learning
Engaged Learning
http://go.unl.edu/snt2 http://go.unl.edu/59kk
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Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.htmlGarnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.
AndragogyPedagogy
Heutagogy(Self-Determined
Learning)
(Self-Directed Learning)
(Engaged Learning)
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T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E )
tas
k e
xe
cu
tio
n i n te rp e rso n a l re l a t i o n sh i p
person A as
instructor
Barriers Aptitude, attitude,
hierarchy, personality, age, race,
religion
person B as
learner
giving instruction
receiving learning
On-Job performance
by learner
Learn
ing o
utp
ut
T e B L E c o m m u n i c a t i o n
ASK4HeLP intervention
ASK4HeLP(Hussin, 2004)
Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols
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smosislearning
When immersed in a saturated context, absorption naturally occurs (Dutrochet,1847) When immersed in a context which is saturated with learning opportunities, learners instinctively
“absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004)
Rhizomaticlearning
(Cormier, 2008)
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ConnectivismCommunity as
Curriculum
Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010) ● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students (Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012)
”“
Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/
Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657
Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/
Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htmPappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0
Rhizomaticlearning
(Cormier, 2008)
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Apprenticeship Model applied in context of Rhizomatic Learning and Community as Curriculum(Cormier, 2008)
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Roz HussinInstructional Design Technology Specialist,Office of Online & Distance Education (ODE),University of Nebraska-Lincoln (UNL), USA
Allison HuntLearning & Collaborative Technologies Support Specialist Information Technology Systems (ITS), UNL
TEAMTiered E-portfolio Apprenticeship
Model
Nebraska Distance Learning AssociationNDLA Spring Conference March 6-7, 2014Holiday Inn Hotel, Lincoln, Nebraska
Stefan SchmidEducational Technologist and Coordinator Management Studies, Akademie Bayern, Germany
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Designing a new online Undergraduate Course
Apprenticeship credit hours via independent study blended Graduate Course
Internship credit tuition
remission
Pilot involved four-way collaboration between the faculty of a graduate course, a graduate student, the faculty of an undergraduate course, and an instructional designer. The outcomes included a ready-to-deploy online course design, employment-ready eportfolio and blended professional development on-job training for the various stakeholders.
Tiered E-portfolio Apprenticeship Model
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1 2 3 4Intentional
Hidden Curricula
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Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula
Overt (written) curriculum (Olivia, 1997) - intentional instructional agenda of formal instruction
Hidden curriculum (Snyder, 1970) – unintended transmission of norms, values, and beliefs conveyed in the classroom and the social environment
Null curriculum (Eisner, 1985, 1994) - physically impossible to teach everything, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum
Societal curriculum (Cortes, 1981) - socializing forces that "educate" all of us throughout our lives
Concomitant curriculum (Wilson, 2004) - molded behaviors sanctioned by family, church or other social experiences
Rhetorical curriculum (Wilson, 2004) - resulting from decisions based on national reports, ideas by policymakers or professionals responsible for concept formation
Phantom curriculum (Wilson, 2004) - enculturation of predominant meta-culture through media exposure
Internal curriculum (Wilson, 2004) - Processes, content, knowledge, experiences and realities of the learner to create new knowledge, unique to each student
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Hidden
Hidden
Hidden
Hidden
Hidden
Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula
Overt (written)
curriculum (Olivia, 1997) - intentional planned instructional agenda of formal instruction
Hidden curriculum(Snyder, 1970) – unintended transmission of norms, values, and beliefs conveyed in the classroom and the social environment
Earlier experimentation with purposeful Hidden Curricula:
Using Technology to Deliver Hidden Curricula: Reflections from Action-Researchers on Nurturing Learner Readiness(Salleh & Hussin, 2006)
Case studies on Learner Readiness and Prior Knowledge Schema: Are we ready to "desire"? Or is free will an alien schema in the local context? (Hussin & Raja, 2006)
Building Academic Systems of Instruction for Constructive Sustainability in Corporate Social Responsibility in Southeast Asia: “BASICS” in CSR (Hussin, Bustami & Nasruddin, 2007)
Overt (written)
curriculum Overt
(written) curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum Overt (written)
curriculum
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1 2 3 4Web Literacy
Standards, Skills, andCompetencies
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ReadingwRitingaRithmetic
John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei=IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false
by Sir William Curtis (1795)
3R’s
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Respond (in context)
Reach (out to others)
Reiterate (to improve)
Reflect (on learning)
Research (for content)
5R’s
CultivatingCore Connectivist Competencies
Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc
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Stud
ent
Link to Mozilla Web Literacy Standardshttps://wiki.mozilla.org/Webmaker/WebLiteracyMap
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emai
l
Overt (written)
curriculum Course subject matter content:Teaching Social StudiesLinguistics and Society
Hidden curriculumEmbedded competencies:MetacognitionWeb Literacy
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Google DriveCreate:FolderDocumentPresentationSpreadsheetFormDrawingVideoNotes
popup menu
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Using Google Apps as a Free LMS 2,638 membershttps://plus.google.com/u/0/communities/110147344160609001644
Google+ Help 206,845 membershttps://plus.google.com/u/0/communities/115758385206378551362
Google Apps for Education 32,225 membershttps://plus.google.com/u/0/communities/101802680117484972712
Open Online Experience 123 membershttps://plus.google.com/u/0/communities/102207059956192791361
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1 2 3 4Showcase
UNL Blended coursesTEAC307ENGL322
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Teaching Social Studies - TEAC307sp2014 78 membershttps://plus.google.com/u/0/communities/115045200809735018977
Dr Bill Lopez @ Dr B-Lo
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Linguistics and Society - ENGL322B 53 membershttps://plus.google.com/u/0/communities/100974237758284649606
Dr Jane Hanson
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2 3 41Cycle of
Self-Directed Learning
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Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.htmlGarnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.
AndragogyPedagogy
Heutagogy(Self-Determined
Learning)
(Self-Directed Learning)
(Engaged Learning)
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Students’ beliefs about
intelligence and learning
EVALUATE strengths
and weaknesse
s
PLAN
APPLY strategies MONITOR
performance
REFLECT and adjust if needed
ASSESS the task
Cycle of Self-Directed LearningResource: pp. 188-216 (Ambrose et al, 2010) Chapter 7 How do students become self-directed learners?
https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf
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…metacognitive… skills and
habits must be taught and reinforced
through thoughtful
instruction… (it does) not
necessarily develop on its own…
instructors play a critical role…
Resource: pp. 188-216 (Ambrose et al, 2010)Chapter 7 How do students become self-directed learners?
https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf
“
”
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Recommended Strategies Implemented Pedagogy and Technology Tools
Check students’ understanding of the task blogging culture on G+
Opportunities for self-assessment blogging culture on G+
Prompt student self-analysis blogging culture on G+
Modeling (Bandura, 1977) blogging culture on G+, leadership by example
Performance based assessment early on chunked small series of activities using iBook widgets
Design activities requiring reflection chunked small series of activities using iBook widgets
Guided self-assessments clearly defined activities
Students implement template plan clearly defined activities and suggested implementation tools
Scaffolding (Bruner, 1978) clearly defined activities and suggested implementation tools
Peer review discussion culture on G+
Planning is central goal of assignment Google Calendar, Google Docs, G+ discussions
Reflect and annotate own work Google Docs, Mozilla Popcorn video editor
Present multiple strategies open ended and suggested implementation tools
Address and broaden existing beliefs on learning
prompting G+ comments, open sharing blogging on G+
Explicit instructions, criteria, expectations rubrics
Heuristics for self correction rubrics, prompting through G+ comments
Focus on strategizing rather than implementation
rubrics, prompting through G+ comments
Help formulate realistic expectations and overcome obstacles
rubrics, prompting through G+ comments
Students create own plan small group collaboration using Google Docs
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2 3 41Assess task, Evaluate strengths/weaknesses
Plan execution/outcome
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Blackboard link to iBook
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Blackboard link to iBook
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Blackboard link to iBook
http://bookry.com/book/dr_blo/tssec-what-is-history-ch-1-and-2/
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chunk
Short-term memory can only hold ±7 chunks of information.
George Miller (1956)Cognitive Psychologist
“”
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Activity chunking and scaffolding
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!Learning activities:•Timed in-class•Self-timed at home•Asynchronous online•Synchronous online and/or F2F
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Coordinated hashtag # coding G+ search system#act221
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https://plus.google.com/u/0/communities/115045200809735018977/stream/30ec1e94-4791-47e2-ad25-f114dc0b1dca
Hashtag # coding G+ search system
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Hashtag# coding G+ search system
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2 3 41Apply strategies
Monitor performance
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Article on “deep dive” learning: ‘Binge Learning’ is Online Education’s Killer App(Eli Dourado, March 6, 2013)
http://theumlaut.com/2013/03/06/binge-learning-is-online-educations-killer-app/
Discussion on immersion learning: I’m a twittering twit of a twitter… I am determined to learn this thing called twitter(Hussin, October 3, 2013 - ongoing)
https://plus.google.com/117219403239374562288/posts/MzjteU1P6hN
http://i12lol.wordpress.com/2013/10/03/im-a-twittering-twit-of-a-twitter/
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Reflect and annotate own workExample Open Tool – Mozilla Popcorn MakerInsert text, images, or other widgets as overlay on top of a YouTube Video
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Varying types of self-directed activities – multiple choice, video review, text input
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Uploaded iPhone photo of “traditional” 3-ring binder college ruled hand-written sheet and images in Google Photo Album
Learner Differences, Learning Styles, Varying Technology Competency Levels
Uploaded softcopy of “traditional” Word Processing document and images in Google Photo Album
Online “cloud” Google Document in table format and images in Google Photo Album
Online “cloud” Google document in table format with integrated embedded text and images
Technology competency comfort level
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2 3 41
Reflect, Respond and Reiterate
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Legend:CI Class instructorWC Whole classIW Individual workGW Group work & link to Whole class wikiNG Blackboard wiki tool allows
version-grading & layered-gradingG1 Group 1G2 Group 2G3 Group 3G4 Group 41 instructor feedback to class2 instructor feedback to group3 instructor feedback to individual4 individual peer to peer feedback 5 group peer to peer feedback 6 whole class peer to peer feedback
CIG1 G4
G2 G3
WC
1
2
3
4
5 6
Connectivism
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Student post in G+Assignment on March 20, 2014Comments from classmates
https://plus.google.com/117298516962419493450/posts/CsWBcBc2Qqh
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Link to blog – assignmentSelf-assessment, reflection and metacognition
http://abilunas.wordpress.com/2014/03/21/social-justice-and-sustainability/
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https://docs.google.com/document/d/1w45oI3dGKo6ibddQUVeMvQSCYoy1tHBJN5Tm4GwmrhQ/edit
Motivating and scaffolding hands-on spontaneous learning online synchronous real-time collaboration
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Grading Rubric
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https://plus.google.com/117219403239374562288/posts/91HC6TQe388
Link to Gdrive spreadsheet grade – peer to peer
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https://drive.google.com/folderview?id=0B65XgVipBfIFeVZNQ1RlU2VzbzQ&usp=sharing
BB grade center – instructor to studentGdrive spreadsheet grade – peer to peer
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1 2 3 4WHAT is COACHING?Types of instruction
WHY do weneed to coach METACOGNITION?
HOW can we coachMETACOGNITION effectively?
IntentionalHidden Curricula
Web LiteracyStandards, Skills, and
Competencies
ShowcaseUNL Blended courses
TEAC307ENGL322
Resources
Link to Roz Hussin folder
https://drive.google.com/folderview?id=0B65XgVipBfIFVDhUOExpejIyLUU&usp=sharing
Link to main colloquium folder
https://drive.google.com/folderview?id=0B65XgVipBfIFN3FzdWNlazhOU00&usp=sharing
Cycle ofSelf-Directed Learning
Assess task, Evaluate strengths/weaknesses
Plan execution/outcome
Apply strategiesMonitor performance
Reflect, Respond and Reiterate
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Blended & Online Learning Colloquium 2014: Supporting Research-Based Instructional Strategies with
TechnologyOrganized by the Office of Online & Distance Education, University of Nebraska–Lincoln
April 14, 2014 at theJackie Gaughan Multicultural Center, UNL City Campus
Research-based technology supported teaching and learningin online and blended courses at UNL in the area of
Coaching MetacognitionPresented by Roz Hussin, Bill Lopez, Jane Hanson
http://go.unl.edu/colloquium2014rozhussin Roz Hussin [email protected]
(402) 472-5464 http://online.unl.edu/
The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.