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Anne de la Chapelle

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

www.elearnspace.org/...connectivism.htm

connectivism education learning elearning theory technology collaboration community

shared by Anne de la Chapelle on 18 Jun 09 - Cached
  • Anne de la Chapelle on 18 Jun 09
     
    a lot of educational theory which is new to me
Michael Lucatorto

Designing Online Courses to Meet the Needs of a Diverse Student Population | Faculty Focus - 1 views

www.facultyfocus.com/...f-a-diverse-student-population

presence teaching elearning effectiveness

shared by Michael Lucatorto on 17 Jun 11 - Cached
  • Building discussion board assignments into your online course allows shy students to share their thoughts and ideas from within their own comfort zone, and participate more fully than they would ever do in a traditional face-to-face class.
Diane Gusa

The Ed Techie: Using learning environments as a metaphor for educational change - 0 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

module 2 21stcenturylearning e-learning WEB2.0 education learning_environments

shared by Diane Gusa on 16 Jun 11 - Cached
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
  • ...19 more annotations...
  • It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
  • In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
  • Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
  • Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
  • f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
  • Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
  • To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
  • lecture hall ‘said’ about learning,
  • Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
  • Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
  • "Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups are web pages or applications that combine data or presentation from two or more sources -WIKIpedia
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Mashups?
  • connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
  • Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      Two good examples
  • Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
    • Diane Gusa
      Diane Gusa on 16 Jun 11
       
      I wonder what Alex's PLE would look like. I also wonder what our PLE will look like in 8 more weeks, next year?
  • ‘eduglu’
    • Diane Gusa
      Diane Gusa on 16 Jun 11
  • SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.
Diane Gusa

Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views

www.westga.edu/...hutchins63.html

education elearning immediacy strategies facilitation db5

shared by Diane Gusa on 12 Aug 11 - Cached
  • One approach is research in the area of instructional immediacy.
  • Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
  • The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
  • ...10 more annotations...
  • Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
  • he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
  • While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
  • As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
  • immediacy training program
  • Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
  • Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
  • The authors suggested programming the computer to issue personal greetings when a user logs on
  • students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
  • Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
alexandra m. pickett

What is it about ADDIE that makes people so cranky? - eLearning Roadtrip - 0 views

elearningroadtrip.typepad.com/...at-makes-people-so-cranky.html

design ADDIE instructionaldesign instructional design Kristen Dellasala

shared by alexandra m. pickett on 09 Jul 11 - Cached
  • alexandra m. pickett on 09 Jul 11
     
    "Let's say it loudly and proudly - ADDIE isn't a learning model. Nothing about it says "learning model". It's a process model. "
Teresa Dobler

K12 | Online Public School, Online High School, Online Private School, Homeschooling, a... - 0 views

www.k12.com

elearning

shared by Teresa Dobler on 30 May 14 - Cached
    • Teresa Dobler
      Teresa Dobler on 30 May 14
       
      Here are some of the many benefits of the online K-12 program.
  • Individualized learning customized
  • online interactive and offline hands-on learning
  • ...1 more annotation...
  • powerful, personalized connection with teachers
abeukema

Effective assessment in a digital age - 0 views

www.jisc.ac.uk/...digiassass_eada.pdf

shared by abeukema on 08 Aug 14 - No Cached
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment lies at the heart of the learning experience: how  learners are assessed shapes their understanding of the curriculum and determines their ability to progress."
    • Jessica M
      Jessica M on 08 Aug 14
       
      "The timing and management of assessments has also benefitted from the application of technology. "
    • Jessica M
      Jessica M on 08 Aug 14
       
      "'It would be better if… there were different ways of assessing, rather than  just all coursework and exams at the end… You do get quite enthusiastic  about the first one or two, but when it gets to the fourth one, it does become so mundane and so dull.'"
dkiesel

Researching to Deepen Understanding Grades 11-12: Design and Food | OER Commons - 0 views

www.oercommons.org/...view

Mod 4 eLearning

shared by dkiesel on 18 Jul 14 - No Cached
  • dkiesel on 18 Jul 14
     
    Evidenced based researching high school
Alicia Fernandez

Pearson Research Network - School of Thought Videos - 0 views

researchnetwork.pearson.com/...videos

learning educational technology pearson videos

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Vision of the future that integrates technology, neuroscience, and educational psychology into everyday life to make anytime, anywhere learning possible. These videos demonstrate how innovative connections among technology, content, and life beyond formal schooling can change how we think of learning.
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