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Elizabeth E Charles

Agile In Teaching Learning Process - 0 views

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    V Kamat presentation in 2008
David Jennings

Eric Mazur shows interactive teaching - YouTube - 1 views

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    Harvard Physics Professor Eric Mazur demonstrates "Peer Instruction" and "Just-In-Time" teaching techniques. (8 minute YouTube video)
Sarah Horrigan

Welcome to LORO - LORO - 0 views

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    "LORO contains resources for language teaching available to download and reuse, including those used by the Department of Languages at the Open University, UK."
Roger Harrison

teaching styles - Donald Clark Plan B - 2 views

  • What is Plan B? Not Plan A! Sunday, March 18, 2012 Socrates (469-399 BC) - method man Socrates was one of the few teachers who actually died for his craft, executed by the Athenian authorities for supposedly corrupting the young. Most learning professionals will have heard of the ‘Socratic method’ but few will know that he never wrote a single word describing this method, fewer still will know that the method is not what it is commonly represented to be. How many have read the Socratic dialogues? How many know what he meant by his method and how he practised his approach? Socrates, in fact, wrote absolutely nothing. It was Plato and Xenophon who record his thoughts and methods through the lens of their own beliefs. We must remember, therefore, that Socrates is in fact a mouthpiece for the views of others. In fact the two pictures painted of Socrates by these two commentators differ hugely. In the Platonic Dialogues he is witty, playful and a great philosophical theorist, in Xenophon he is a dull moraliser. Socratic method Th
  • he was among the first to recognise that, in terms of learning, ideas are best generated from the learner in terms of understanding and retention. Education is not a cramming in, but a drawing out.
  • Learning as a social activity pursued through dialogue Questions lie at the heart of learning to draw out what they already know, rather than imposing pre-determined views
  • ...6 more annotations...
  • it is only in the last few decades, through the use of technology-based tools that allow search, questioning and now, adaptive learning, that Socratic learning can be truly realised on scale.
  • In practice, Socrates was a brutal bully, described by one pupil as a ‘predator which numbs its victims with an electric charge before darting in for the kill’.
  • He is best known for his problem-solving approach to learning
  • He was keen on ‘occupational’ learning and practical skills that produced independent, self-directing, autonomous adults.
  • He was refreshingly honest about their limitations and saw schools as only one means of learning, ‘and compared with other agencies, a relatively superficial means’.
  • Perhaps his most important contribution to education is his constant attempts to break down the traditional dualities in education between theory and practice, academic and vocational, public and private, individual and group. This mode of thinking, he thought, led education astray. The educational establishment, in his view, seemed determined to keep themselves, and their institutions, apart from the real world by holding on to abstract and often ill-defined definitions about the purpose of education.
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    Helpful blog, including brief introduction of educational theories by Socrates (and he wasn't such a nice guy after all) and others.
jim pettiward

Using the web for learning and teaching - a new understanding | Higher Education Network | Guardian Professional - 3 views

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    Interesting thoughts on 'genres of participation' from David White (University of Oxford) writing in the Guardian
Martin Hawksey

OU Innovating Pedagogy 2012 - 0 views

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    "Exploring new forms of teaching, learning and assessment, to guide educators and policy makers"
James Kerr

Classroom Assessment Techniques - University of California, Irvine Video - 1 views

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    "A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."
Elizabeth E Charles

SEFs-Khan-Academy-Experiment-2012.pdf - 0 views

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    An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa.
Elizabeth E Charles

Project CoPILOT: Community of Practice for Information Literacy Online Teaching - 0 views

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    A case study of an international online community. Nancy Graham & Jane Secker. [Higher Education Academy]
Roger Harrison

Training and the Needs of Adult Learners - 1 views

shared by Roger Harrison on 22 Apr 13 - Cached
  • Adults want to know why they need to learn something before undertaking learning
    • Roger Harrison
       
      This is something I need to think about a bit more when I design materials
  • The Learners' Self-Concept
    • Roger Harrison
       
      not sure that I agree with this
  • Facilitators should create environments where
    • Roger Harrison
       
      but I agree this needs to be facilitated
  • ...6 more annotations...
  • therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial
  • They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life
  • Andragogy urges teachers to base curricula on the learner's experiences and interests
  • richest resources for learning reside in adult learners themselves; therefore, emphasis in
    • Roger Harrison
       
      this is very important especially from an online learning perspective which perhaps provides a range of opportunities and technologies to help facilitate this, but perhaps it is important to encourage the adult learners to bring those technologies to the course rather than the other way round
  • Discussion is the prototypic teaching method for active learning
    • Roger Harrison
       
      so this could be facilitated in online tutorial groups and if they are run regularly each which someone allocated to take the notes and provide a summary of the tutorial and then others can feed into that summary etc.
    • Roger Harrison
       
      I didn't find this article very helpful or informative at all
David Jennings

Three Kinds of MOOCs « Lisa's (Online) Teaching Blog - 0 views

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    Categorises MOOCs as network-based, task-based or content-based.
David Jennings

"Improving Student Engagement in Large Survey Courses" by Perry Samson, University of Michigan - YouTube - 2 views

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    Perry Samson is presenting at ALT-C 2013. He is aiming to move classroom teaching on beyond use of clickers to more sophisticated (and also remote) forms of interaction
Rose Heaney

Supporting staff - Jisc infoNet - 0 views

  • lack of time to engage with new tools
  • focusing on the subject specialism is the best way to engage teaching, support staff and students in conversations about what it means to be digitally literate in a particular discipline.
  • Aligned with that is the curriculum design process.
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    From newly published (May 2014) JISC Digital Literacies infokit
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    From newly published (May 2014) JISC Digital Literacies infokit
Maha Abed

OLT TEL What works and why? Understanding successful technology-enabled learning within institutional contexts (OLT Funded Project) | Learning New Media Research Group - 0 views

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    "This project addresses the long-standing gap between the rhetoric and the realities of TEL. For example, it examines the disparities between the educational potential of technology in comparison to what takes place in practice. This is a tension that recurs throughout much of the research and practitioner literature on technology use within higher education. On one hand, there is evidence for the potential of digital technology to support and sustain meaningful and effective forms of learning. Networked digital technologies have undoubtedly transformed the generation and communication of knowledge and, it follows, that this has influenced the ways in which learning takes place. The potential to 'support', 'enable', or even 'enhance' learning has therefore been associated with every significant development in digital technology over the past twenty years or so."
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