Developing A Philosophy For Discussions

Anything you do in life is estimated to have a goal and an outcome. In our English 1301 class, we have a goal to master our rhetoric and composition skills. The expected outcome is that we, as students, feel comfortable with our writing and you, as our instructor, feel satisfied with how we have improved our abilities. One way we become more comfortable with composition and rhetoric is by talking about our discourse communities. Being part of a discourse community gives us the experience to understand how to join other communities without much hassle. I successfully joined a discourse community of the Castleberry High School Color Guard by demonstrating I had a determined attitude for success in the program, which led to acquiring needed knowledge, later on building my credibility from the experience I gained. This is important because I realized the kind of person I was becoming through the help of my team. Not only did I realize that I was becoming more attentive in all the aspects of my life, such as school work, at home and at my workplace, but so did my community. With the examples, I will demonstrate in this essay, you will realize as well. Pathos, logos and ethos appeals build a strong foundation to understand how to be part of a true community.

new culture of learning (Boshier, 2006, p.11). This new culture of learning can involve online

A discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals. John Swales defines a discourse community as "groups that have goals or purposes, and use communication to achieve these goals." The community I choose to identify with is special education. Special education teachers, or aids, really dedicate themselves and their time to others who need special assistance or treatment. The California Department of Education supports high quality educational programs for California’s big student population. According to the ideas from the federal government, the variety of the education working environment is one of the fastest growing areas of the American economy. The importance in understanding this career includes emotional, and physical growth of each student. Working with students who have disabilities can be very rewarding, but it is sometimes emotionally demanding and physically draining. Before stepping into the job of becoming a special education teacher, it is important to understand the patience that is needed in order to work with special children.

Even though he isn’t against all forms of technology, he is also able to argue that the form of close learning “is entirely compatible with engaging in meaningful conversations outside the classroom.” He uses examples of using e-mail to communicate regularly with his students and has even started using many different forms of media. He has been able to appeal to not only the professionals who may read this article, but also to current college students who are deciding if online courses would be best for them and want to see both sides of this particular

Receiving an education via an online course is one that has begun with many challenges. I have come from having no knowledge of researching information to feel like I have journeyed a long way finding the confidence to research pertinent and quality resources. Through this particular unit I have been given the implements to develop a sound knowledge of online group collaborations and the programs to allow the communication to take place.

During my online studies, I expect to engage as a high performing student. I will not take the curriculum for granted and read the forums on a daily basis. Realistically, I do not expect to be able to read and respond to all of the responses to the forms but I will make every effort to read a majority of the replies. My takeaway from the article is that the online learner has to remain focused and diligent to the online learning experience. Similar to the typical classroom environment, there is a value to others viewpoints during a classroom discussion. Online classes are great forms of communication. The online learning environment gives access to students in remote areas who would otherwise lack or have limited exposure to higher education. Also, the facilitators feedback to the forum questions could prove to be beneficial in obtaining a scholastic

The community of inquiry framework is used to facilitate meaningful online learning through three interdependent elements: Teaching presence, social presence and cognitive presence (Garrison, Anderson, & Archer, 2001). Teaching presence in the community of inquiry would appear to be a core to establishing and maintaining social and cognitive presences (Garrison, Cleveland-Innes, & Fung, 2010). And teaching presence through the design, facilitation and direct instruction categories are crucial for deep and meaningful learning and as such it plays a key role in establishing and sustaining the community of inquiry (Shea, Li, Swan, & Pickett, 2006). It is pertinent to note that the framework has a social-constructivist orientation toward learning where the focus is on students’ interaction in a socio-cultural context (Akyol & Garrison, 2011; Shea et al., 2011; Akyol, Ice, Garrison, & Mitchell, 2010; Swan & Ice, 2010; Oldfather, West, White, & Wilmarth, 1999). Consequently, this framework focuses on the learning process and not learning outcomes. The framework theorizes the development of learning activities from the trigger event stage until resolution (cognitive presence). It then moves from design to facilitation and eventually direct instruction (teaching presence). At each component of the learning process, students acquire trust, improve communication, build group cohesion and ultimately widen their interpersonal relationships (social presence).

I have experience with standard referenced grading in helping students learn the key material in class to mastery over time of specific outcomes. At the beginning of each unit I give the students a detailed rubric, that is referenced throughout the unit consistently. My students are tested and reassessed to mastery in various ways including but not limited to test, projects, discussions, reports, etc. Students are also given a plan for reassessment set as a team with the student, parents, and me. At all times the student, parent, and me have an accurate picture of student strengths and weaknesses thru productive feedback.

The availability of online courses is one of the best ways through which different colleges are utilizing to maximize the full potential of their online program (Doskocil, 2008). Essentially, the design, organizational change plan here shows how Chamber College can allow for better synchronous classes for its online course by improving on its technology through this new vision for a new (CCFOP) Chamber College (Flex) online program. Therefore, the entire vision of the new (CCFOP) Chamber College (Flex) online program is to develop ways to deliver quality education and explain its potential. This is in respect to Kotter (1995) who says that if one cannot explain his vision to a group of people in five seconds and get a positive feedback then he or she is yet to accomplish it.

An object is thrown vertically upwards. We assume the height of the hand above the grounds from where it is thrown upwards as 0. We are ignoring air resistance. Analyze the following three graph.

In particular, it is failing to “promote and provide distance and time free learning.” Although FGCU offers a wealth of online courses for students to take from the comfort of their own home, or anywhere they choose really, the quality of such courses are not up to par with the education gained in the classroom. According to Douglas Rushkoff, “Online learning needs to cater to human users. A real instructor should not simply dump data on a person, as in a scripted video, but engage with students, consider their responses and offer individualized challenges” (3). Unfortunately, the state of online courses at FGCU falls under this criteria of simply dumping information on students, and online courses offer very little in the way of individualized challenges. While the quality of education in an FGCU classroom is unprecedented, the quality of education in an FGCU online classroom leaves much to be desired. Instead of a virtual classroom environment, an online FCGU course simply puts students through rigid, non-streamlined hoops that do little to insight creativity or academic advancement. And for this reason, FGCU is falling short of its information technology guiding

There are many advantages associated with the use of a rubric, but in my own experience, one of the most significant benefits is being able to more accurately assess the students’ performance. Traditional percentage grades have their place in the classroom, but the rubric gives me a clear and concise depiction of where each and every student stands in terms of their comprehension of the content. Having the objectives and expectations enumerated gives me a simple, yet effective system for determining the strengths and weaknesses within my class, and consequently, what areas I need to add more emphasis in the future.

You covered all the areas of the question very well. Just like you said both rubrics are appropriate for grading and the teachers will know exactly when to put to use one or the other. Analytic rubrics are more specific when it comes to grading their writing skills such as an essay or a research paper. When using analytic rubrics we must be prepared to spend quality time scoring them assignment, as you mentioned it is more consuming to score than a holistic

Annals of Philosophy are filled with debates, arguments, and theories. One such argument would be that it is not possible to possess morality without the belief in a personal god. There are as many differing opinions on this subject as there are philosophers amongst us. I believe that believing in a god has nothing to do with moral awareness and action. I am not debating that there is a god, I am just concerned with whether or not it is possible to act morally without the belief in one.

Educators have experimented with various methods of on-line education since internet access became widely available on college campuses. While this has led to a range of online educational practices, the impetus for the modern MOOC is grounded in MIT’s2002 OpenCourseWare initiative (Lowe x). That year MIT professors voted to post their course content online as part of an effort to democratize the education traditionally given only students enrolled at “elite” universities. This move propagated a wave of calls for more “open” university content online. In response to this call, George Siemens and Steven Downes created what is widely consider to be the first MOOC, CCK08 – Connectivism and Connective Knowledge., Decker explains that these two professors at University of Manitoba took a course with 25 traditional tuition-paying students and allowed 2,300 other students to participate without receiving credit (4).