Virtual School Meanderings

April 17, 2018

Congratulations Michael, You Reached A Milestone

Note this update from one of my open scholarship networks.

ResearchGate
Your publication has a new achievement:
Strictly business: Teacher perceptions of interaction in virtual schooling
View achievement

The actual achievement was:

Great work, Michael!
Your article reached 50 reads

April 16, 2018

Mary F. Rice Uploaded A Full-Text Citing You

I like this feature of ResearchGate, as it tells me when another publication related to K-12 distance, online, and/or blended learning is added to this open access repository.

ResearchGate
Mary F. Rice
      View research      

April 13, 2018

Redesigning Learning Design – Academia.edu

Note some of these K-12 distance, online, and/or blended learning updates below.

Academia.edu
TOP PAPERS FROM YOUR NEWSFEED
Clark N Quinn Clark N Quinn

Redesigning Learning Design

When it comes to the large body of existing learning technology solutions, one common phrase captures the outcome: “#fail”. There are failures in objective, failures in execution, and in evaluation. We fail for lots of reasons, but the outcome is unacceptable, regardless. We need to identify what and how to do better. The source of the problems is in our architecture, cognitive and social, that introduces systematic errors into our design processes, in general. This holds no less true for learning design specifically, though we also encounter unique problems. The question is, what can we do…

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Mary F Rice Mary F Rice
University of New MexicoCollege of Education – Language, Literacy & Sociocultural Studies, Faculty Member

Virtual School Course Design: Accommodating Students with Disabilities

Experts in course design, by contrast, have reported that they feel their work is to design a template of curriculum materials for a general population of students, but that teachers, parents, and on-site mentors must be the ones to individualize for students with special needs, even when other personalization features are embedded in the course (Rice, Mellard, Pace, & Carter, 2016). Thus, while online learning, with its promise of flexibility, holds potential to mitigate multiple dilemmas in providing high quality education to large numbers of students, new challenges are also…

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Lisa R Halverson Lisa R Halverson
Brigham Young UniversityInstructional Psychology & Technology, Graduate Student

L Halverson CV (Mar 2018).pdf

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Susan Ramlo Susan Ramlo
Bookmarked by Lloyd Rieber

Student Views about a Flipped Physics Course: A Tool for Program Evaluation and Improvement

Flipped classrooms are a relatively new teaching strategy where the typical lecture and homework elements of a course are reversed. Although flipped classrooms are gaining popularity, evaluations of this type of pedagogical model are limited. The purpose of this study was to investigate student views related to the effectiveness of a flipped physics classroom in a way that could inform the instructor for improving upon the course’s effectiveness for all students. This study involved the use of Q methodology, a measure of subjectivity, to examine students’ views of their flipped physics…

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Susan Ramlo Susan Ramlo
Bookmarked by Lloyd Rieber

Facilitating a Faculty Learning Community: Determining Consensus Using Q Methodology

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Nadzeya  Kalbaska Nadzeya Kalbaska
Bookmarked by Yang-Hsueh Chen

Online Learning and MOOCs: A Framework Proposal

Decades of distance learning evolution and innovation, particularly due to the Internet and recently, Massive Open Online Courses (MOOCs), have led to industry and academic confusion about online learning nomenclature. This study takes a preliminary step in reducing the confusion, proposing a conceptual framework for categorising online learning. Drawing on content structure and interactiv-ity, the paper proposes four categories of online learning: resources, tutorials, courses and MOOCs. These four categories serve as a base for illustrating five online learning variables—open versus…

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Sandy Litchfield Sandy Litchfield
Bookmarked by Elizabeth Boling

Negative Capability in Beginning Design

This article explores the relevance of John Keats’ concept of negative capability in relation to teaching foundation design studios. Keats’ notion of negative capability has a direct correlation to what design researchers Meinel and Leifer refer to as The Ambiguity Rule, which states: ‘Innovation demands experimentation at the limits of our knowledge, at the limits of our ability to control event, and with the freedom to see things differently.’1 As design educators, we can provide a structure or platform for students to experiment on their own, but how can we create a studio environment…

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Michael, You Have 6 More Citations

From one of my open scholarship.

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Michael K. Barbour
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The actual report read:

Report for week ending
April 8th, 2018
Report for week ending
April 8th, 2018
Summary
  • +38
    Reads
    Current total: 4,459
  • +6
    Citations
    Current total: 815
  • +0
    Recommendations
    Current total: 6
Your most read research
+17
Reads
Current total: 555
+3
Reads
Current total: 42
+2
Reads
Current total: 98
Your citations
+2
Citations
Current total: 45
Article
+1
Citations
Current total: 141
+1
Citations
Current total: 22
Article
+1
Citations
Current total: 13
+1
Citations
Current total: 1
Reads by institution
No institution information on your readers this week.
Reads by country
United States
+14
Reads
China
+7
Reads
Australia
+5
Reads
Indonesia
+4
Reads

April 10, 2018

Barbour, M. K., & Reeves, T. C. (2009). The Reality Of Virtual Schools: A… Was Your Top Paper Last Week

From one of my open scholarship networks.

Academia.edu

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7

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9

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Your Top Paper

Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52(2), 402-416.

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