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Nigel Coutts

Making the most of opportunities for thinking - The Learner's Way - 5 views

thelearnersway.net/...-of-opportunities-for-thinking

opportunities thinking learner education collaboration

shared by Nigel Coutts on 21 Aug 16 - No Cached
  • Nigel Coutts on 21 Aug 16
     
    What should our goal for student thinking be? How do we scaffold student thinking in ways that are meaningful while developing autonomy and encouraging students to think effectively when we are not there? What would success with thinking strategies look like? These were the challenging questions that Mark Church presented to teachers at the most recent 'Cultures of Thinking Teach Meet' hosted by Masada College.
Raphael Rousseau

L'école inversée, ou comment la technologie produit sa disparition « Internet... - 0 views

www.internetactu.net/...nologie-produit-sa-disparition

école education technologie inversee classe class reverse FR

shared by Raphael Rousseau on 30 Oct 13 - No Cached
  • Raphael Rousseau on 30 Oct 13
     
    Ecole inversée : mettre les cours en ligne pour que les élèves apprennent en autonomie, à leur rythme afin que le cours soit consacré aux questions, approfondissements...
Paul Beaufait

Deeper Learning Isn't about Technology - 44 views

plpnetwork.com/...deeper-learning-technology

autonomy co-creation education engagement empowerment learning technology

shared by Paul Beaufait on 11 Oct 12 - No Cached
  • Paul Beaufait on 11 Oct 12
     
    "Powerful learning begins to manifest when students take responsibility and ownership for their learning - when they become co-creators of their learning experience, rather than their education being something that is done to them. True student empowerment and engagement begins when we cross the threshold of co-creation." (Students need to be co-creators, ¶4)
Paul Beaufait

For Students, Why the Question is More Important Than the Answer | MindShift - 50 views

blogs.kqed.org/...more-important-than-the-answer

autonomy education engagement inquiry inquiry-based learning question formation questioning questions student-centered teaching teaching practices

shared by Paul Beaufait on 31 Oct 12 - No Cached
  • Paul Beaufait on 31 Oct 12
     
    Thanks to Nik Peachey for pointing out this post on one of his Scoop.it sites. In this post, Katrina Schwartz (2012.10.26) provides a pointer to the Right Question Institute (an NPO), introduces a new book about inquiry-based learning, and explains, "Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones[,] and prioritizing which are the most important questions to get at the heart of the matter" (¶4). An excerpt from the book spells out rules for student engagement in forming questions about topics under investigation.
Berylaube 00

Into the Driver's Seat | Scoop.it - 38 views

www.scoop.it/...into-the-driver-s-seat

creative teaching Alternative-teaching learner's autonomy learner's creativity teacherresources education MUST

shared by Berylaube 00 on 05 Jan 12 - No Cached
  • Judy Robison on 05 Jan 12
     
    "Building the independence of learners through thoughtful uses of technology"
Berylaube 00

Book Drum - Books - 0 views

www.bookdrum.com/profiles.html

books literature reading MUST interactive learner's autonomy motivating Alternative-teaching

shared by Berylaube 00 on 15 Jul 12 - No Cached
  • Berylaube 00 on 15 Jul 12
     
    Book Drum is the perfect companion to the books we love, bringing them to life with immersive pictures, videos, maps and music It has been a great tool for close reading in my AP Lit class. Love Bookdrum!
Paul Beaufait

Creating avatars « My Integrating Technology journey - 27 views

jenverschoor.wordpress.com/...creating-avatars

autonomy avatars free sites technology tools

shared by Paul Beaufait on 13 Oct 10 - No Cached
  • Paul Beaufait on 13 Oct 10
     
    Lists sites and suggests tools for students to use to create avatars
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
J Black

The End in Mind » A Post-LMS Manifesto - 0 views

www.jonmott.com/blog

Blackboard Moodle LMS Achievement

shared by J Black on 09 May 09 - Cached
    • J Black
      J Black on 09 May 09
       
      This is a very profound statement that we should closely look at. Do LMS do nothing more than perpetuate the traditional classroom model?
  • Technology has and always will be an integral part of what we do to help our students “become.” But helping someone improve, to become a better, more skilled, more knowledgeable, more confident person is not fundamentally a technology problem. It’s a people problem. Or rather, it’s a people opportunity.
  • The problem with one-to-one instruction is that is simply doesn’t scale. Historically, there simply haven’t been enough tutors to go around if our goal is to educate the masses, to help every learner “become.”
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  • Through experimental investigation, Bloom found that “the average student under tutoring was about two standard deviations above the average” of students who studied in a traditional classroom setting with 30 other students
  • here is, at its very core, a problem with the LMS paradigm. The “M” in “LMS” stands for “management.” This is not insignificant. The word heavily implies that the provider of the LMS, the educational institution, is “managing” student learning. Since the dawn of public education and the praiseworthy societal undertaking “educate the masses,” management has become an integral part of the learning. And this is exactly what we have designed and used LMSs to do—to manage the flow of students through traditional, semester-based courses more efficiently than ever before. The LMS has done exactly what we hired it to do: it has reinforced, facilitated, and perpetuated the traditional classroom model, the same model that Bloom found woefully less effective than one-on-one learning.
  • Because the LMS is primarily a traditional classroom support tool, it is ill-suited to bridge the 2-sigma gap between classroom instruction and personal tutoring.
  • undamentally human endeavor that requires personal interaction and communication, person to person.
  • We can extend, expand, enhance, magnify, and amplify the reach and effectiveness of human interaction with technology and communication tools, but the underlying reality is that real people must converse with each other in the process of “becoming.”
  • n the post-LMS world, we need to worry less about “managing” learners and focus more on helping them connect with other like-minded learners both inside and outside of our institutions.
  • We need to foster in them greater personal accountability, responsibility and autonomy in their pursuit of learning in the broader community of learners. We need to use the communication tools available to us today and the tools that will be invented tomorrow to enable anytime, anywhere, any-scale learning conversations between our students and other learners
  • However, instead of that tutor appearing in the form of an individual human being or in the form of a virtual AI tutor, the tutor will be the crowd.
  • The paradigm—not the technology—is the problem.
  • Building a better, more feature-rich LMS won’t close the 2-sigma gap. We need to utilize technology to better connect people, content, and learning communities to facilitate authentic, personal, individualized learning. What are we waiting for?
  • J Black on 09 May 09
     
    A very insightful look into LMS use and student achievment. Highly recommended read for users of BB or Moodle.
Paul Beaufait

Conference Proceedings | ILA Third International Conference, Japan 2007 - 3 views

www.independentlearning.org/...proceedings

autonomy learning proceedings

shared by Paul Beaufait on 13 Nov 09 - Cached
  • Paul Beaufait on 13 Nov 09
     
    These proceedings comprise 42 of the 170 scheduled parallel sessions, and one paper written in response to one of the sessions. Proceedings table of contents and papers The proceedings have been registered as an online publication ISSN 2073-7513. All papers have been double-blind peer reviewed a minimum of twice.
intermixed intermixed

robe ralph laure pas cher En - 0 views

La diversification de fonctionnement au sein d'unités davantage autonomes paraît aussi nécessaire : on ne gère pas des unités de lettres classiques comme on gère des départements scientifiques. Cel...

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started by intermixed intermixed on 25 Jul 14 no follow-up yet
intermixed intermixed

polo ralph laure pas cher Des - 0 views

Jean-François Bodin. L'alternative électrique .Pour ceux qui souhaitent circuler proprement sans trop solliciter leurs mollets, l'électricité est la solution. Sous une apparence parfois assez simil...

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Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 23 Sep 10 - Cached
    • jordi guim
      jordi guim on 23 Sep 10
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
Nigel Coutts

Transforming Homework to Home Learning - The Learner's Way - 5 views

thelearnersway.net/...ming-homework-to-home-learning

homework education teaching learning

shared by Nigel Coutts on 07 May 17 - No Cached
  • Nigel Coutts on 07 May 17
     
    A recent strategy to alter the negative image that homework has built is to re-brand it as "home learning". But is this enough and if we are going to "get it right" what do we need to change besides the name?
  • nschop on 29 May 17
     
    I loved this quote from the article: "...options should be constructed that are relevant to students' interests and goals (autonomy support), are not too numerous or complex yet not too easy (competence support), and are congruent with the values of the students' families and culture of origin (relatedness support).' (Katz. & Assor. p439. 2007)."
Nigel Coutts

In search of the conditions required for Spectacular Learning - The Learner's Way - 3 views

thelearnersway.net/...uired-for-spectacular-learning

education learning agency purpose choice autonomy

shared by Nigel Coutts on 20 Feb 21 - No Cached
  • Nigel Coutts on 20 Feb 21
     
    Not all learning is created equal. Sometimes the learning that we achieve and the success generated through our engagement with a learning opportunity is spectacular. At its very best, our learning unlocks fresh understandings for ourselves and sometimes even for others. What conditions allow for such spectacular learning, and how might we bring these conditions into our classrooms?
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