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Thinking throughout the Inquiry Cycle - The Learner's Way - 9 views
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If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.
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Digital Natives, Digital Immigrants - 1 views
www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm
digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration
shared by Marc Safran on 30 Jul 09
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Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
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The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
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our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
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Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
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So what should happen? Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new?
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it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
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As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
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Adapting materials to the language of Digital Natives has already been done successfully. My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
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But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface." We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.) They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
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We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
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Teacher Agency vs The Collective Voice - The Learner's Way - 6 views
thelearnersway.net/...agency-vs-the-collective-voice
teacher agency voice learner education teaching Learning
shared by Nigel Coutts on 22 Apr 18
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Woodland, J. (2011) Psychology for the classroom: E-Learning. Oxon: Routledge - 4 views
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Chapter 4 - Pedagogy Motivation through the possible 'white heat of technology' - the newness. * Emotional engagement *Immediacy * Action Engagement * Cognitive Engagement - see the Hierarchy of Engagement on page 75. * Creative and Critical Thinking - Bono's Six Thinking Hats and Technology * Using VLEs * Social Interaction - Oliver and McLaughlin (1996) proposed five levels of teacher-learner interaction: social, procedural, expository, explanatory and cognitive. * Engagement * Assessment
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Chapter 2 - Theory: * Piaget's stages of cognitive development and technologies. * Skiiner's programmed learning theory - technology programmes that are task analysis, sequencing of learning and presentation of concepts through step by step positive reinforcement. * Wenger Communities of Practice * Gilly Salmon (2005) five-step model of levels of maturity in online environments: access and motivation/ online socialisation/ information exchange/ knowledge construction/ learner development. * GBL and Avatars discussed.
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Those against technology - Tanya Byron stating they technology is affecting children's minds.
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Changing attitudes whilst online - different identities - different ways some converse.
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* Motivation of learning - attention, confidence, satisfaction, appreciation and relevance
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Key aspects of book of relevance: * explains e-Learning - cybergogy (online pedagogy) * 3 modes of learning - expository, active and interactive * synchronous and asynchronous learning alongside cognitive and social natures of learning
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Learning to learn with a MakerSpace - The Learner's Way - 43 views
thelearnersway.net/...ing-to-learn-with-a-makerspace
education collaboration teaching making maker STEAM
shared by Nigel Coutts on 08 Jan 17
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Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom. Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.
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How the Flipped Classroom Is Radically Transforming Learning - THE DAILY RIFF - Be Smar... - 117 views
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As we roam around the class, we notice the students developing their own collaborative groups. Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge.
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One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids
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The beauty of these mini-lectures is we are delivering "just in time" instruction when the students are ready for learning.
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Flipping the classroom has transformed our teaching practice. We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time. This radical change has allowed us to take on a different role with our students.
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We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments. We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work.
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Our goal is for them to be the best learner possible, and to truly understand the content in our classes. When our students grasp the concept that we are on their side, they respond by doing their best.
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We both remember sitting in parent conferences for years and parents would often ask us how their son or daughter behaved in class.
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You see, the question is a non-issue in our classroom. Since students are coming with the primary focus on learning, the real question is now: Is your student learning or not? If they are not learning, what can we do to help them learn? This is a much more profound question and when we can discuss this with parents, we can really move students into a place which will help them become better learners.
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The use of social networking sites for foreign language learning: An autoethnographic s... - 19 views
www.ascilite.org.au/...Cclark-full.pdf
education web2.0 onlinepdf ascilite research blendedlearning flexiblelearning fbl fli learning&teaching learningdesign resources review
shared by trisha_poole on 10 Jan 11
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Despite their spectacular growth in both daily life and mainstream education, little research to date has been conducted concerning the use of social networking sites in foreign language learning. The aim of this study, therefore, is to examine the use of such sites to learn a foreign language. Using an auto-ethnographic approach that included self-aware participation, learner diaries and peer debriefing, we investigated the social networking site Livemocha to study Korean from our perspectives as native speakers and experienced teachers of English. Specifically, we focused our questions on aspects of socio-collaborative principles and practice. Results of a grounded, thematic analysis indicate that the site had number of counter-productive pedagogical impediments to language learning that included, for example, flaws in site design. We conclude our paper with suggestions for improved foreign language learning through social networking sites.
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Desirable Patterns of Learning for Online Learning - The Learner's Way - 15 views
thelearnersway.net/...f-learning-for-online-learning
learning online learning education covid19 coronavirus thinking
shared by Nigel Coutts on 15 Mar 20
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With the emerging threat of COVID19 and the closure of schools, teachers are scrambling to move to online learning environments. This will bring with it a myriad of challenges the short time frame is not going to help the situation. While we are fortunate that there are many technological solutions for the provision of remote learning, the more significant challenges will revolve around how we interact with our learners.
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The purpose of education - The Learner's Way - 45 views
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Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts.
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Are you a planner, problem solver or a pinball? - Page 1 - IT Workplace - 47 views
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“The idea that learning happens via training is questionable and we knew that going in and we supported that with our findings,” she said.
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The study also identified six types of learners: purposive planners, explorers, visionaries, problem solvers, reluctant learners and pinballs. The January 2010 issue of Impact published by the Ivey Business School defines the categories as follows:
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“Visionaries are people who find out about new technologies and think about what these could do for them personally and in their organizations. Visionaries are sometimes explorers. They tend to be lateral thinkers, and look at technology from a very strategic perspective.”
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Mid-continent Research for Education and Learning - School Improvement Reform Report on... - 15 views
www.mcrel.org/...0887RR_Stupski_ped.pdf
professional development differentiated instruction role fluidity Stupski Foundation Education reform technology leadership
shared by Randolph Hollingsworth on 24 Oct 10
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Stupski Fndtn staff + McREL researchers ask 2 questions: (1) How can teachers adapt the principles of effective pedagogy to differentiate instruction and meet the needs of all learners in order to help Our Kids be challened, motivated, and successful? (2) How can teachers create structured, challenging, yet nurturing classroom environments to ensure that Our Kids are engaged and successful learners? KEY FINDINGS: adaptive and differentiated instruction (theory and methodologies) in culturally relevant classroom that allows for student "role fluidity" + teacher skill in finding gaps in knowledge/skills + motivating students through engaging projects and targeted instruction (academically rigorous and nurturing) PLUS fac devt must be supported by and inclusive of school leadership. a Design Collaborative might act on 5 options: (1) Support teachers to better utilize methods and theories of culturally relevant pedagogy and differentiated instruction, (2) Implement a pedagogical program based on the notion of "role fluidity" to give students a central voice in the classroom, (3) Use technology to engage students and enhance pedagogy, (4) Guide teachers in creating academically rigorous and positive classroom learning environments, (5) Implement pedagogical programs based on developing higher order thinking and subject-specific skills. Report by Kerry Englert, Helen Apthorp, Matthew Seebaum. Dated Oct 2009
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How Listening and Sharing Help Shape Collaborative Learning Experiences | MindShift | K... - 30 views
ww2.kqed.org/...aborative-learning-experiences
language-pedagogy Language-Learning-English collaboration
shared by Xiaojing Kou on 12 Sep 16
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In school, getting people to share can be difficult. Learners may be diffident, or they may not have good strategies for sharing. Children often do not know how to offer constructive criticism or build on an idea. It can be helpful to give templates for sharing, such as two likes and a wish, where the “wish” is a constructive criticism or a building idea.
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But more often than not, it is because one or more of five ingredients is missing: joint attention, listening, sharing, coordinating, and perspective taking.
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Using a common visual anchor (e.g., a common diagram) can help people maintain joint visual attention.
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Many college students dislike group projects. Some of this is naïve egoism and an unwillingness to compromise
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primary reason for collaborating is that people bring different ideas to the table. The first four ingredients—joint attention, listening, sharing, and coordinating—support the exchange of information. The fifth ingredient is understanding why people are offering the information they do. This often goes beyond what speakers can possibly show and say (see Chapter S). People need to understand the point of view behind what others are saying, so they can interpret it more fully. This requires perspective taking. This is where important learning takes place, because learners can gain a new way to think about matters. It can also help differentiate and clarify one’s own ideas. A conflict of opinions can enhance learning (Johnson & Johnson, 2009).
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An interesting study on perspective taking (Kulkarni, Cambre, Kotturi, Bernstein, & Klemmer, 2015) occurred in a massive open online course (MOOC) with global participation. In their online discussions, learners were encouraged to review lecture content by relating it to their local context. The researchers placed people into low- or high-diversity groups based on the spread of geographic regions among participants. Students in the most geographically diverse discussion groups saw the highest learning gains, presumably because they had the opportunity to consider more different perspectives than geographically uniform groups did
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Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views
thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning
edtech SAMR technology technology integration
shared by Sharin Tebo on 25 Oct 15
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The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
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– Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
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Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
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Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
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Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
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Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
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Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
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Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
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Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
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neccunplugged - home - 26 views
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I plan on Attending this ISTE unlpugged session but first I think I'll check out that list of 50 ways to tell a story. I have my first totally virtual class next year and I don't want to try to teach physics through lecture. 11:30 am - 12:00pm [Concurrent Session 6] Title: Beyond Lectures: How to Re-Invent Your Online Content Delivery in Face to Face, Hybrid and Fully Online Courses Description:Good pedagogy delivers content multiple ways to engage students and address different learning styles. Online learning, however, resides comfortably in lectures and discussion. This needn't be the case: learn to add free and easy tools to online content delivery that will appeal to all students and address the needs of multi modal learners. Inspired by Alan Levine's "50 Web 2.0 Ways to Tell a Story," this session will explore a variety of current tools that transform lecture delivery into an interactive multimedia activity that will engage myriad learning styles. Presenter: Pamela Kachka, MA.Ed.
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Moving beyond technology in designing online learning - 70 views
www.tonybates.ca/...y-in-designing-online-learning
effective teaching screencast designing online learning
shared by Matt Claxon on 09 Feb 15
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Some loved them, some hated them, and few were indifferent.
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At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
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different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
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The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
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This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
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Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
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it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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BadgeStack: A Badge-Empowered Learning System - Produced by LearningTimes - 77 views
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Glossopedia Home - 64 views
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This site is designed especially with the young learner in mind with its age-appropriate content and emphasis on visual and auditory learning. Glossopedia is the kind of site that you can leave open for students to explore and find a fast fact of the day, find their favorite image, or video Glossopedia Categories Geography and Places Nature and the Environment Technology Animals Earth and Space People and Cultures Human Body Chemistry Natural Forces This site is simple and visually pleasing. The font size is great for young learners. Words are hyperlinked to an audio pronunciation that is a real person, speaking really slowly at first then more quickly, and finally the written meaning of the word. Images and photos have a print button prominently displayed.