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Learnlets » Quip: design - 0 views

blog.learnlets.com/?p=1940 Clark Quinn learning #change11 design
shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • The focus has to be on the learning experience design first, and then you can worry about how you might build the delivery environment
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Learnlets » Slow Learning - #change11 - 0 views

blog.learnlets.com/?p=2332 Clark Quinn learning #change11
shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • Our limitations are no longer the technology, but our imaginations
  • “work is learning and learning is work”,
  • how would you construct an optimal performance environment for yourself?
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  • We see that we learn by being engaged in meaningful activity, and working with others.
  • I like Collins, Brown, & Holum’s Cognitive Apprenticeship as a model for thinking more richly about learning.  Other learning models are not static
  • I’m really arguing for the need to come up with a broader perspective on learning
  • I think this framework will need to start with considering the experience design, what is the flow of information and activity that will help develop the learner
  • meaningfulness, activation and reactivation, not separate but wrapped around our lives
  • I’m looking to start matching our technology more closely to our brains
  • I don’t need or want an LMS and I often don’t need a ‘teacher’ in the traditional sense, though I welcome the wisdom of coaches and mentors.
  • In self regulated learning, evaluation is a metacognitive event
  • . Much of what my students discussed is similar to my ideal. Briefly, here are some elements, organized under the four categories of appreciative inquiry: 1) Discovery-the best of what we have previously experienced: sense of accomplishment, respect, sharing ideas, supportive atmosphere to enable taking risks. 2) Dream-best of what might be: have real life application, synergy and energy, flexible and fun, open discussions, clear direction, ideas flying around, taking on complex ideas, confidentiality in that “what happens in Vegas, stays in Vegas”. After these discussions, we went on to 3) Design-what it might truly look like and 4) Delivery-what will we commit to, an individual ranking of items central to creating a best learning experience.
  • The majority of us cannot live on the farm or in the bush; but can we design learning experiences along a similar model where learners contribute something of value to the community?
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Learnlets » The 7 c's of natural learning - 2 views

blog.learnlets.com/?p=1203 Clark Quinn learning #change11
shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - Cached
  • Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
  • Choose: we are self-service learners.  We follow what interests us, what is meaningful to us, what we know is important. Commit: we take ownership for the outcomes.  We work until we’ve gotten out of it what we need. Crash: our commitment means we make mistakes, and learn from them. Create: we design, we build, we are active in our learning. Copy: we mimic others, looking to their performances for guidance. Converse: we talk with others. We ask questions, offer opinions, debate positions. Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
  • With this list of things we do, we need to find ways to support them, across both formal and informal learning. 
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  • In formal learning, we should be presenting meaningful and authentic tasks, and asking learners to solve them, ideally collaboratively.
  • While individual is better than none, collaborative allows opportunity for meaning negotiation.  We need to allow failure, and support learning from it. We need to be able to ask questions, and make decisions and see the consequences.
  • I think there are 8 elements!! I miss Collate, this is not the same as Choose, it is about organising anbd structuring what we learn, (constructing our emergent uderstanding) as opposed to the selection of a direction.
  • in informal learning, we need to create ways for people to develop their understandings, work together, to put out opinions and get feedback, ask for help, and find people to use as models.  By using tools like blogs for recording and sharing personal learning and information updates, wikis to collaborate, discussion forums to converse, and blogs and microblogs to track what others think are important, we provide ways to naturally learn together.
  • the intersection of 1) self-organized learning and 2) online collaboration is what I consider should be a primary focus of organizational learning professionals
  • Common web 2.0 practice is to link back to what has been copied, a form of collaboration or perhaps cooperation.
  • However, real learning involves research, design, problem-solving, creativity, innovation, experimentation, etc
  • informal learning is NOT, by definition, manageable
  • just trying to raise awareness that what we typically do formally is not well aligned with how people really learn, and that supporting some of these activities is the key to unlocking organizational innovation.
  • but instead to provide a conducive environment and encourage them
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Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views

elearnmag.acm.org/featured.cfm #change11 design technology
shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • "All that is clicky-clicky bling-bling does not make for an effective learning experience."
  • s a load of elearning junk
  • It's just shiny wrapping paper covering up a pair of crummy socks with holes in them.
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  • " Ruth Clark and Richard Mayer in the industry classic e-Learning and the Science of Instruction, explain that seductive details are "interesting but irrelevant material added to a multimedia presentation in an effort to spice it up
  • Seductive details are those elements in a program that draw you in, attract the eye and engage the brain. They seduce your interest, but distract from the main point.
  • It's interactive! It's intriguing! But it's exhausting, and let's face it"—there's no point. Fatigue sets in and you move on
  • This is the premise underlying the arousal theory, the idea that entertaining and interesting embedded effects cause learners to become more emotionally aroused and therefore they work harder to learn the material.
  • . Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice.
  • CCBB design shines and sparkles wildly in the sun
  • Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
  • When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
  • We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing.
  • "Well-written, multiple-choice questions teach and assess knowledge within the context of a game. Poor questions simply allow the gamer to play the game without learning.
  • that the addition of interesting yet unimportant augmentations can divert learners from learning the main points that are being made
  • . You're best served to spend your time designing the right type of course and spending less time looking for ways to 'jazz it up'"
  • . Now, take a look at the screen and see where your eye lands first. Is it the flashing Next button in the bottom right corner? Or is it the important content bit at the center of the screen? Ask an objective outsider to take a look, too
  • Pilot your program with some test learners
  • heck in with them immediately afterwards, one week, three weeks. See what they remembe
  • , don't take this to mean that elearning shouldn't look good.
  • What about your LMS? At Kineo, where I work, we love using Moodle and Totara as an LMS solution for our clients, not only because of the great features and the fact that it's open source, but always because we can make it look like almost anythin
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Vygotsky, ZPD, Scaffolding, Connectivism and Personal Learning Networks | Brains - 6 views

brains.parslow.net/1558 Pat Parslow Vygotsky scaffolding ple connectivism ZPD #change11
shared by Keith Hamon on 16 Dec 11 - Cached
  • Keith Hamon on 16 Dec 11
     
    There is a fascinating distributed dialogue about the nature of instructional scaffolding, the Zone of Proximal Development (ZPD) and how they can be viewed in the domain of today's learning landscapes.
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Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views

www.insidehighered.com/...out-true-value-elite-education Change11 stanford courses MOOC
shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
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  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
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Authentic Learning ~ #change11 - 5 views

change.mooc.ca/501 Change11 Jan Herrington learning
shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - No Cached
  • We know that people learn best by being actively and collaboratively involved in learning but in universities, we continue to use lectures and other one-way, vessel filling, sage-on-stage, methods to tell students what they need to know
  • An authentic learning approach enables educators to design tasks and assessments that are based on the kinds of activities that are performed in the so called ‘real world’.
  • An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.
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  • realistic
  • think in the same ways as professionals
  • Technology-based cognitive tools
  • the creation of real products and artefacts, and are more worthy of the investment of time and effort in higher education than decontextualised exercises and tasks.
  • The creation of genuine sharable products ensures that authentic learning is in a position to capitalize on the participatory culture afforded by social media.
  • our model to guide your design: http://web.me.com/janherrington/AuthenticLearning/
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Berkeley Center for New Media - 5 views

bcnm.berkeley.edu/?p=1869 berkeley Rheingold paragogy peeragogy 'learner control'
shared by wayupnorth on 01 Dec 11 - No Cached
  • join me in a two- three week experiment in paragogy
  • wayupnorth on 01 Dec 11
     
    join me in a two- three week experiment in paragogy

TALL blog - 1 views

tallblog.conted.ox.ac.uk blog
shared by Louise Lee on 01 Dec 11 - Cached
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A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views

www.irrodl.org/...2025 pedagogy abundance change11 e-learning technology
shared by Allan Quartly on 29 Nov 11 - No Cached
  • Teaching presence is much harder to facilitate as learners do not necessarily have contact with the educator, but it is the teaching presence that heightens cognitive presence (Annand, 2011).
  • This research showed the importance of making connections between learners and fellow-learners and between learners and facilitators. Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
  • The type of support structure that would engage learners in critical learning on an open network should be based on the creation of a place or community where people feel comfortable, trusted, and valued, and where people can access and interact with resources and each other.
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  • The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
  • The facilitator also needs to be dynamic and change throughout the course.
  • Novices can best be supported through a series of activities that are structured on connectivist learning principles with a goal to enhance autonomy and the building of personal learning networks.
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Workers, soldiers or nomads - what does the Gates Foundation want from our ed... - 5 views

davecormier.com/...want-from-our-education-system learning theory education teaching Deleuze Guattari
shared by Allan Quartly on 23 Nov 11 - No Cached
  • Allan Quartly on 23 Nov 11
     
    David Cormier
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