Chapter No1 Dr:kammona

شكرا يا هشام ع رفع الشبتر الأول وده الترجمه بتاعته وان شاء الله قريب ح انزل ترجمة مقاله engaging the learner ويا رب يعجبكم وما يكنش فيه اى اخطاء وان شاء الله اكون حطيته صح لانى اول مره ارفع فايل





http://arabsh.com/9wr967xdw8kc.html

12^th annual
Instructional Technology Conference
Middle Tennessee State University
Murfreesboro, Tennessee
April 1-3, 2007
"Engaging the Learner"
When in Rome: Teaching 21^st Century Students Using 21^st Century Tools
By: Carter F. Smith
Assistant Professor, Criminal Justice Administration Middle Tennessee State University
Abstract
The purpose of this paper was to examine the benefits of supplementing the classroom environment with available technology to engage students both within and outside the classroom. The blended-learning model was the primary context for examination, though both strictly face-to-face and online teaching will benefit from the methods discussed. A review of the literature and contemporary teaching methods provided the foundation. There were indications that the use of engaging and interesting teaching methods provided a learning environment that encouraged student interest in the material and supported student retention. Faculty members will need to independently access the tools mentioned in this paper and independently evaluate their potential.
When in Rome: Teaching 21^st Century Students Using 21^st Century Tools Teaching today's students requires communicating with them and keeping their attention while they live their lives in high gear, with access to music, video, and friends on demand. In this world of attention-challenged and tremendously busy scholars (on both sides of the podium), faculty may feel the need to find a solution to this communications problem. Recent technology-based trends and innovations have provided communications tools to assist us with extending the learning environment outside of our classrooms. This paper will address some of the tools available to engage students in higher education. The idiom "When in Rome, Do as the Roman's Do" was chosen to demonstrate the mindset suggested for today's faculty to ensure we teach the way today's students learn. Only by implementing the tools in use by today's students can today's teachers effectively communicate with them, and effectively teach them.
Why Do Something Different?
Yesterday's college students were primarily "traditional." They were twenty-somethings who had recently finished high school and had chosen to follow the long-standing advice of past generations to continue their education immediately. Their college and university courses were taught using the same teaching methods to which they had grown accustomed in high school, and to which faculty had grown accustomed during their own years in higher education. Today's college students are different. There are many descriptions used to identify this group, but none seems as effective as "The 'Net Generation" (Oblinger & Oblinger, 2005). This generation is not necessarily one based on age – it is defined by experience, expectations, and exposure to information-gathering techniques that place institutions of higher education in direct competition with such collectors, repositories, and disseminators of information as Google and Yahoo! (Prensky, 2001; Oblinger & Oblinger, 2005). The experiences and tools available to this group of learners give them the ability and expectancy to acquire information on virtually any subject within moments of thinking about. it. They are the users of microwaves, the purchasers of 1Pods, the members and users of the YouTube video service, and the community members on social networking websites like MySpace and Facebook. They have spent less than 5,000 hours reading and over twice that many hours playing video games (Prensky. 2001). They are digital (Roman) natives, while many of us are digital (Roman) immigrants (Prensky. 2001).
What should we do differently?
One of the goals of higher education is to increase opportunities for interaction between students and faculty (Sreebny, 2007). By increasing interaction, faculty can also increase the perceived value of higher education for students, ensure student satisfaction, and build student loyalty to the institution. Bruning and Ralston (2001) suggested that faculty ensure they are available to students for both formal (in class) and informal (outside the classroom) communication. The challenge, then, is to find out where students are, so that interaction and informal communication can occur. So where do students congregate (known in Rome as `hanging out')?
Though the answer may be the university food court, the neighborhood coffee shop., or their dorms and apartments, faculty need not look too far from their office desktops to access the majority of their students outside of the traditional classroom environment. Today's learners use modern technology in their everyday activities, and faculty focused on learner-centered activities and approaches can benefit from this predisposition. Most of today's college students have an online presence and regularly communicate online in some form (Oblinger & Oblinger, 2005; Huwe, 2006; Sreebny, 2007). By using familiar technology environments, today's faculty can cultivate a learning environment in which they can better reach today's students (Kagima & Hausafus, 2001). The technology changes that today's students have embraced give us, as those tasked with "educating" them, two options. We can embrace their technology, or we can deny its impact on their (and our) lives. The first choice will allow us to maintain our positions (both individually and collectively) and continue to assist students with their desire to learn. The second choice may put us in a class by ourselves – with students avoiding our classes and universities in favor of those who make an effort to understand and attempt to respond to their needs. There are several options available for creating this learning environment. Perhaps the most logical online option is the extension of the face-to-face classroom by using classroom management software (CMS). CMS serves as a classroom replacement in strictly online classes. The classroom extension suggested here is to use CMS to create what is known as a hybrid, or blended- learning environment (Osguthorpe & Graham, 2003). There are many types of CMS, including Desire2Learn. WebCT, and Blackboard. Each has an area where lecture notes, syllabi, and other files (and grades) are available to students. The addition of an online learning component to a face-to-face class is the most common way of creating a blended-learning environment (Osguthorpe & Graham, 2003).
By having an area outside the traditional classroom where students can access course documents and information, faculty can provide added opportunities for students to reflect on course material and classroom discussions. In addition to file storage, a CMS has areas for synchronous and asynchronous communication (also known as 'chat' and 'discussion areas'). Though synchronous communication may be useful to replicate the real-time interactive feeling of the classroom in online courses, for supplementing face-to-face courses the asynchronous method is more appropriate, as higher education transitions to a flexible, asynchronous mode (Aggarwal, Adlakha, & Mersha, 2006). By allowing (or suggesting) periodic contributions to an online discussion environment, faculty can provide added opportunities for students to participate in the course and reflect on course topics between face-to-face class meeting times. Though many feel that technology enhancement of the classroom is beneficial, few faculty use web-based CMS to supplement the classroom interaction (Haas & Senjo, 2004). As a result, students' exposure to course material may be limited to class sessions and the times they devote to reviewing the material between class sessions. As Bush (1994) observed, faculty -five on the brink of change" (p. 2). In order to keep up with changes, creative faculty members may find it helpful to find innovative ways to keep students actively engaged in learning (Moskal, Dziuban, Upchurch, Hartman & Truman, 2006). The process of engaging students. as used in this paper, includes using the benchmarks identified by Smith, Sheppard, Johnson, and Johnson (2005): encouraging achievement by
setting high expectations, including activities to promote active and collaborative learning, increasing opportunities for student-faculty interaction, and displaying a focus on learning opportunities, in a supportive campus environment. A simple way for faculty to engage students in the traditional learning environment is to bring relevant web sites into the classroom in real-time. In the alternative, providing the web address for sites in the CMS discussion area would serve the purpose in a blended-learning environment. Websites that have relevance to the material can often be easily located – just before. or during. class – as can videos that are available from public access sites like YouTube.com. It takes additional time and effort to incorporate technology into the traditional classroom and to establish and maintain a CMS-based classroom extension. This obviously takes a commitment to and demonstration of personal creativity on the part of the faculty member (Bush, 1994). By expending the added effort, faculty demonstrate a commitment to go beyond the minimum, as students will need to do in the real world (Bush, 1994).
Is What We Are Doing Working?
The placement of a classroom supplement in an online environment appears appropriate for most students. Over 80% of 18-34 year olds have an online presence (Sreebnv, 2007). By creating an area where students can engage in dialogue about classroom topics outside the classroom, faculty can provide opportunities for students to solidify their understanding of the course material. In the traditional classroom, students' attention, interest, and potential for interactivity are lost in a relatively short time (Robinson, 2000; Oblinger & Olinger, 2005). In order to capture and retain their attention and increase their potential for learning, faculty need to know how to reach students in their natural environment (Carnevale. 2006). Faculty can engage students by providing relevant information using the traditional lecture method. Lectures give maximum control to faculty, but do little to assist the student in developing critical thinking skills (Robinson, 2000). The primary reason faculty use this teaching method is that it is familiar. The exclusive use of this method can hinder the learning environment. Imagine an encounter with someone who speaks a different language. The alternative to learning the language of another is often to speak loudly and slowly in hopes they will somehow be able to understand. The exclusive use of familiar teaching methods is the academic equivalent of speaking louder and slower. Today's faculty has many options available for use in providing information to students. Traditional lecture style can be used, but it should be mixed with activity (Robinson, 2000). Activity in the classroom could consist of brief periods of student discussion, a short video (provided by faculty or a previously identified student volunteer), or even a preplanned collaborative project.
Creating an environment for interaction (also known as active learning) provides opportunities for faculty-student interaction, both within and outside the classroom. Faculty should look for and capitalize on opportunities to develop relationships with students (Bush, 1994). Students have been urged to build relationships with professors (Emery & Tian, 2002). Recently, focus groups reported personal relationships with faculty enhance the student's academic experience (Bruning & Ralston, 2001). Osguthorpe and Graham (2003) suggested using learning activities to increase the engagement of students and faculty in both online and face-to-face environments. That focus allows for (and requires) thoughtful preparation and course design. Developing personal relationships with students requires an interest and investment in the student's academic and personal well-being (Bruning & Ralston, 2001). If the interest exists, the investment might well come easily. Faculty members set the tenor of the relationship early in the semester (Bruning & Ralston, 2001). By ensuring students know they are available, faculty members can lay the foundation for a more productive learning experience.

بنقعد كل يوم ع النت وفاليوم الواحد بنقعد فيه وقت كبير جدا وممكن ساعات بنبقي قاعدين لمجرد اننا قاعدين لاننا اتعودنا على كده حاجه مش ح تاخد من وقت دقيقتين يا ريت تعملها تكسب ثوابها ويكون ليه ثواب انى عرفتهالك جرب ومش ح تندم ع وقت ضايع هما دقيقتين ح يعملوا حاجات كتير ولو مش عاجبك ابقي اقفل وكمل اللى بتعمله
http://www.shbab1.com/2minutes.htm


الحمد لله يا رب يكون حتى عدد قليل عمل ده بس يكون حد استجاب لكلامى

امتحان مادة القراءات ح يكون عباره عن 6 اسئله و ح نختار منهم 4 ونحلهم وال 6 اسئله ح يكونوا عباره عن العناويين الرئيسيه للعناوين اللى موجودين فالورق عندنا ومش ح يجيب حاجه تحير ولا حاجه غامضه هو ح يجيب العنوان الرئيسي والمفروض اننا نكتب اللى فهمناه تحته ووبالنسبه للامتحان الاورال ح نقدم المقالات وح يختار مقاله منهم و يسألنا بتتكلم عن ايه ده كلام الدكتور وهو اللى قالهولى انا بقولكم عليه لكن الله اعلم برضو بشكل الامتحان

12th annual
Instructional technology conference
Middle Tennessee state university
Murfreesboro, Tennessee
April 1-3.2007
Engaging the learner
By: Carter F. Smith

Assistant Professor, Criminal Justice Administration Middle Tennessee State University.

Abstract

The purpose of this paper was to examine the benefits of supplementing the classroom environment with available technology to engage students both within and outside the classroom. The blended learning model was the primary context for examination, though both strictly face-to-face and online teaching will benefit from the methods discussed. A review of the literature and contemporary teaching methods provided the foundation. There were indications that the use of engaging and interesting teaching methods provided a learning environment that encouraged student interest in the material and supported student relation. Faculty members will need to independently access the tools mentioned in this paper and independently evaluate their potential

When in Rome: Teaching 21st century students Using 21st century Tools
Teaching today's students requires communicating with them and keeping their attention while they live their lives in high gear, with access to music, Video, and friends on demand. In this world of attention-challenged and tremendously busy scholars (on both sides of the podium), faculty may feel the need to find a solution to this communications problem. Recent technology-based trends and innovations have provided communications tools to assist us with extending the learning environment outside or our classrooms. This paper will address some of the tools available to engage students in higher education. The idiom "When in Rome, Do as the Roman's Do" was chosen to demonstrate the mindset suggested for today's faculty to ensure we teach the way today's students learn. Only by implementing the tools in use by today's students can today's teachers effectively communicate with them, and effectively teach them

Why Do Something Different?
Yesterday's college students were primarily "traditional." They were twenty-somethings who had recently finished high school and had chosen to follow the long-standing advice of past generations to continue their education immediately. Their college and university courses were taught using the same teaching methods to which they had grown accustomed in high school, and to which faculty had grown accustomed during their own years in higher education. Today's college students are different. There are many descriptions used to identify this group, but none seems as effective as "the net generation". This generation is not necessarily one based on age- it is defined by experience, expectations, and exposure to information-gathering techniques that place institutions of higher education in direct competition with such collectors, repositories, and disseminators of information as Google and Yahoo

The experiences and tools available to this group of learners give them the ability and expectancy to acquire information on virtually any subject within moments of thinking about it. They are the users of microwaves, the purchasers of ipods, the members of users of the YouTube video service, and the community members on social networking websites like MySpace and Facebook. They have spent less than 5,000 hours reading and over twice that many hours playing video games. They are digital (Roman) natives, while many of us are digital (Roman) immigrants

What should we do differently?
One of the goals of higher education is to increase opportunities for interaction between students and faculty (Sreebny, 2007). By increasing interaction, faculty can also increase the perceived value of higher education for students, ensure student satisfaction, and build student loyalty to the institution. Bruning and Ralston (2001) suggested that faculty ensure they are available to students for both formal (in class) and informal (outside the classroom) communication. The challenge, then, is to find out where students are, so that interaction and informal communication can occur. So where do students congregate (known in Rome as `hanging out

Though the answer may be the university food court, the neighborhood coffee shop., Or their dorms and apartments, faculty need not look too far from their office desktops to access the majority of their students outside of the traditional classroom environment. Today's learners use modern technology in their everyday activities, and faculty focused on learner-centered activities and approaches can benefit from this predisposition. Most of today's college students have an online presence and regularly communicate online in some form (Oblinger & Oblinger, 2005; Huwe, 2006; Sreebny, 2007). By using familiar technology environments, today's faculty can cultivate a learning environment in which they can better reach today's students (Kagima & Hausafus, 2001). The technology changes that today's students have embraced give us, as those tasked with "educating" them, two options. We can embrace their technology, or we can deny its impact on their (and our) lives. The first choice will allow us to maintain our positions (both individually and collectively) and continue to assist students with their desire to learn. The second choice may put us in a class by ourselves – with students avoiding our classes and universities in favor of those who make an effort to understand and attempt to respond to their needs. There are several options available for creating this learning environment. Perhaps the most logical online option is the extension of the face-to-face classroom by using classroom management software (CMS). CMS serves as a classroom replacement in strictly online classes. The classroom extension suggested here is to use CMS to create what is known as a hybrid, or blended- learning environment (Osguthorpe & Graham, 2003). There are many types of CMS, including Desire2Learn. WebCT, and Blackboard. Each has an area where lecture notes, syllabi, and other files (and grades) are available to students. The addition of an online learning component to a face-to-face class is the most common way of creating a blended-learning environment (Osguthorpe & Graham, 2003

By having an area outside the traditional classroom where students can access course documents and information, faculty can provide added opportunities for students to reflect on course material and classroom discussions. In addition to file storage, a CMS has areas for synchronous and asynchronous communication (also known as 'chat' and 'discussion areas'). Though synchronous communication may be useful to replicate the real-time interactive feeling of the classroom in online courses, for supplementing face-to-face courses the asynchronous method is more appropriate, as higher education transitions to a flexible, asynchronous mode (Aggarwal, Adlakha, & Mersha, 2006). By allowing (or suggesting) periodic contributions to an online discussion environment, faculty can provide added opportunities for students to participate in the course and reflect on course topics between face-to-face class meeting times

Though many feel that technology enhancement of the classroom is beneficial, few faculty use web-based CMS to supplement the classroom interaction (Haas & Senjo, 2004). As a result, students' exposure to course material may be limited to class sessions and the times they devote to reviewing the material between class sessions. As Bush (1994) observed, faculty -five on the brink of change" (p. 2). In order to keep up with changes, creative faculty members may find it helpful to find innovative ways to keep students actively engaged in learning (Moskal, Dziuban, Upchurch, Hartman & Truman, 2006). The process of engaging students. As used in this paper, includes using the benchmarks identified by Smith, Sheppard, Johnson, and Johnson (2005): encouraging achievement by setting high expectations, including activities to promote active and collaborative learning, increasing opportunities for student-faculty interaction, and displaying a focus on learning opportunities, in a supportive campus environment

A simple way for faculty to engage students in the traditional learning environment is to bring relevant web sites into the classroom in real-time. In the alternative, providing the web address for sites in the CMS discussion area would serve the purpose in a blended-learning environment. Websites that have relevance to the material can often be easily located – just before. or during. class – as can videos that are available from public access sites like YouTube.com. It takes additional time and effort to incorporate technology into the traditional classroom and to establish and maintain a CMS-based classroom extension. This obviously takes a commitment to and demonstration of personal creativity on the part of the faculty member (Bush, 1994). By expending the added effort, faculty demonstrate a commitment to go beyond the minimum, as students will need to do in the real world (Bush, 1994).

Is What We Are Doing Working?
The placement of a classroom supplement in an online environment appears appropriate for most students. Over 80% of 18-34 year olds have an online presence (Sreebnv, 2007). By creating an area where students can engage in dialogue about classroom topics outside the classroom, faculty can provide opportunities for students to solidify their understanding of the course material. In the traditional classroom, students' attention, interest, and potential for interactivity are lost in a relatively short time (Robinson, 2000; Oblinger & Olinger, 2005). In order to capture and retain their attention and increase their potential for learning, faculty need to know how to reach students in their natural environment (Carnevale. 2006

Faculty can engage students by providing relevant information using the traditional lecture method. Lectures give maximum control to faculty, but do little to assist the student in developing critical thinking skills (Robinson, 2000). The primary reason faculty use this teaching method is that it is familiar. The exclusive use of this method can hinder the learning environment. Imagine an encounter with someone who speaks a different language. The alternative to learning the language of another is often to speak loudly and slowly in hopes they will somehow be able to understand. The exclusive use of familiar teaching methods is the academic equivalent of speaking louder and slower. Today's faculty has many options available for use in providing information to students. Traditional lecture style can be used, but it should be mixed with activity (Robinson, 2000). Activity in the classroom could consist of brief periods of student discussion, a short video (provided by faculty or a previously identified student volunteer), or even a preplanned collaborative project

Creating an environment for interaction (also known as active learning) provides opportunities for faculty-student interaction, both within and outside the classroom. Faculty should look for and capitalize on opportunities to develop relationships with students (Bush, 1994). Students have been urged to build relationships with professors (Emery & Tian, 2002). ). Recently, focus groups reported personal relationships with faculty enhance the student's academic experience (Bruning & Ralston, 2001). Osguthorpe and Graham (2003) suggested using learning activities to increase the engagement of students and faculty in both online and face-to-face environments. That focus allows for (and requires) thoughtful preparation and course design. Developing personal relationships with students requires an interest and investment in the student's academic and personal well-being (Bruning & Ralston, 2001). If the interest exists, the investment might well come easily. Faculty members set the tenor of the relationship early in the semester (Bruning & Ralston, 2001). By ensuring students know they are available, faculty members can lay the foundation for a more productive learning experience.

How Can We Do It Better?
Students need active learning methods to help them grasp the complicated and controversial content inherent in the professional community in which they plan to work (Robinson, 2000). Most of our learning, especially in higher education, comes from a secondary experience (Jarvis, 2006). Faculty, when they have professional experience in their discipline, often use that experience as a foundation for explaining concepts and theories to their students. This method, though widely used, is often deemed ineffective, or at least inferior, to primary experience (Jarvis, 2006). So what can be used in our teaching repertoire that students have primary experience with? One of the recent scholarly contributions of the organizational behavior discipline is in the area of networking. Communities of practice (Millen, Fontaine, & Muller, 2002) and social networks (Gulati & Gargiulo, 1999) are examples of work done recently in this area