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Kevin Hodgson

The "learner's why" vs the "teacher's why"Reflecting Allowed | Reflecting Allowed - 2 views

  • focusing a whole lot on the teacher’s “why” during #ccourses, and by doing that, we might be losing focus of the learner’s “why”
    • Terry Elliott
       
      One of the most glaringly wrong assumptions a teacher can make is to think that just because he or she taught it that the students learned it--even with good assessments and feedback.
    • Kevin Hodgson
       
      Good point: keeping the shift on focus to the learner. In my realm, this is made more difficult by the overburdened Teacher Evaluation process that is directed at the teacher, teaching, not the student, learning. In my opinion ....
  • At least, it should.
    • Terry Elliott
       
      This is the "put the food down where the beasts can get to it" school of learning--free range learning.  But I do think there is and perhaps should be a political agenda in #ccourses, I mean, something's gotta change in hied, right?  Everyone so far seems to be taking a bit out of that bit of pie.
  • video of Mike Wesch
    • Terry Elliott
       
      Randy Bass does in this video:  https://vialogues.com/vialogues/play/17699  at 18:23  His reason why> shared difficulty.
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  • (this is funny because i LOVE audiobooks and podcasts
    • Terry Elliott
       
      This is exactly why I use Vialogues:  asychronous, allows serial tasking, allows for quick focus and return.
  • That it seemed quite structured and with lots of instructor-centered stuff…
    • Terry Elliott
       
      Alan is very aware of this and has bought into the enter/exit anywhere/anytime.
  • People need different degrees of structure
    • Terry Elliott
       
      This is a very fluid undertaking and requires that learners know when they need one or the other or somewhere in between.  I have had to do a lot of this for my students and I was always ready to do it in #clmooc.  Personally, I need to learn to ask for help/scaffolding. 
  • I don’t think I’ve heard enough about their individual (not collective) “why” as facilitators of #ccourses.
    • Kevin Hodgson
       
      I also don't think, other than Howards and sometimes Alan, that the facilitators are all that engaged outside of their hangouts and video feeds. Or am I missing their interactions in various spaces?
  • It’s really important, I think, that if you’re going to provide lots of options: a. That learners are absolutely CLEAR they don’t have to do all of this; and b. That reading through the options is not itself a huge time investment; and c. That skimming through the details of the options is not a huge time investment
    • Kevin Hodgson
       
      This is the ethos of open education, right? (and how it comes into conflict with credit-based courses out of universities)
  • there is no failure in the MOOC
Terry Elliott

Personalised learning lets children study at their own pace - tech - 02 January 2015 - ... - 0 views

  • "A world-class education in the palm of your hand."
    • Terry Elliott
       
      Classic mistake of overgeneralizing--not everybody learns this way.
Terry Elliott

dogtrax: In trying to capture moment... - Notegraphy - 2 views

  • maintain sanity
    • Terry Elliott
       
      2 true
    • Terry Elliott
       
  • trying to capture moments
    • Terry Elliott
       
  • something rears
    • Terry Elliott
       
      OED rear, v.1 (rɪə(r))  Forms: 1 rǽran, 3 ræren, 3, 4 reren, 5 reryn; 4-6 rere, 5, 6 reere, (3) 6 reare, 7- rear; (6-7 rair, 9 dial. rare).  [OE. rǽran (:-OTeut. *raizjan) = Goth. -raisjan, ON. reisa, to raise. OE. had also árǽran arear (in use down to the 17th c.).     The main senses of rear run parallel with those of the Scandinavian equivalent raise, but the adopted word has been much more extensively employed than the native, and has developed many special senses which are rarely or never expressed by rear. Hence, on the one hand, rear has in many applications been almost or altogether supplanted by raise, a process which is clearly seen in the usage of the Wyclif Bible (see note to raise; in the version of 1611 rear is found only in 1 Esdr. v. 62, while raise is freely employed). On the other hand, it is probable that rear has sometimes, esp. in poetry, been used as a more rhetorical substitute for raise, without independent development of the sense involved. As in the case of raise there is some overlapping of the senses, and occasional uncertainty as to the precise development or meaning of transferred uses.]  I.I To set up on end; to make to stand up.  1. a.I.1.a trans. To bring (a thing) to or towards a vertical position; to set up, or upright. = raise 1.    Frequently with suggestion of senses 8 or 11, and now usually implying a considerable height in the thing when raised.     a 1000 Cædmon's Gen. 1675 (Gr.) Ceastre worhton & to heofonum up hlædræ rærdon.    c 1205 Lay. 1100 Heo rærden heora mastes.    Ibid. 17458 Mærlin heom [the stones] gon ræren [c 1275 reare] alse heo stoden ærer.    1387 Trevisa Higden (Rolls) V. 455 Þe place þere Oswaldus knelede and rerede a crosse.    c 1400 Sowdone Bab. 2658 Thai rered the Galowes in haste.    1530 Palsgr. 687/2 It is a great deale longer than one wolde have thought it afore it was reared up.    1571 Digges Pantom. i. xxix. I j b, Fixing o
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  • it beautiful head
    • Terry Elliott
       
  • the blue sky beckoning in a wash of quiet
    • Terry Elliott
       
    • Terry Elliott
       
  • off-kilter reflection
    • Terry Elliott
       
      Top 10 horror shots from hiagne
  • we arrive here,
Tania Sheko

Abbott government to overhaul crowded curriculum - 1 views

  • Overcrowding in the curriculum was the main issue of concern raised by principals, teachers and parents during the review conducted by education consultant Kevin Donnelly and academic Ken Wiltshire.
  • The reviewers said they were not saying there was no place for inquiry-based learning but that caution should be exercised to ensure it did not become the prevailing orthodoxy.
    • Tania Sheko
       
      What does that actually mean? Inquiry learning should be exercised with caution? "There will be no inquiry in mathematics!"
    • Terry Elliott
       
      Well...sounds pretty much like the institutional behavior I see here in the states. The structure determines and in this case the hierarchy trumps the commonest of sense. Sounds very bad for learners.
    • Tania Sheko
       
      In which country does this not happen? (That's not rhetorical).
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