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Diane Gusa

Productivity and online learning redux - 2 views

www.tonybates.ca/...vity-and-online-learning-redux

productivity discussion online learning innovation elearning pedagogy

shared by Diane Gusa on 18 Mar 14 - No Cached
  • Instructional MOOCs (xMOOCs) have basically removed learner support, at least in terms of human (instructor) support, but this has resulted in a very low number of MOOC learners passing end-of-course assessments of learning. Indeed, prior research into credit-based learning has established that instructor online ‘presence’ is a critical factor in retaining students. So far, it has proved difficult to scale up learner support on a massive scale, except through the use of computer technology, such as automated feedback. However, Carey and Trick (2013) and indeed faculty at elite institutions who are offering xMOOCs (see Thrun and ‘the Magic of the Campus‘) have argued that such computer support does not support ‘the learning that matters most’.
  • computer-based approaches to learner support to date has been inadequate for formal assessment of higher order learning skills such as original, critical or strategic thinking, evaluation of strategies or alternative explanations.
  • In cMOOCs that are more like communities of practice and thus contain many participants with already high levels of expertise, that expertise and judgement can be provided by the participants themselves
  • ...3 more annotations...
  • ‘disruptive’ innovation, where a new technology results in sweeping away old ways of doing something.
  • Thus knowledge management becomes more important than mere access to knowledge. If we look at xMOOCs though we have taken a new technology – video lecture capture and Internet transmission – and applied it to an outdated model of teaching. True innovation requires a change of process or method as well as a change of technology.
  • .Content is only one component of teaching (and an increasingly less important component); other components such as learner support and assessment are even more important. Care is needed then because changes in methods of online content development and delivery could have negative knock-on cost and productivity consequences in other areas of course delivery, such as learner support and assessment. I
Diane Gusa

User:Arided/ParagogyPaper - Wikiversity - 0 views

en.wikiversity.org/...ParagogyPaper

communities of practice

shared by Diane Gusa on 12 Jun 12 - No Cached
  • 1. Context as a decentered center. "For learning design in a peer-to-peer context, understanding the learner's self-concept -- in particular, whether they see themselves as self-directed or not -- may be less important than understanding the concept of 'shared context in motion'." (See "Paragogy and basho", below.) 2. Meta-learning as a font of knowledge. "We all have a lot to learn about learning." 3. Peers are equals, but different. "The learner mustn't seek only to confirm what they already know, and must therefor confront and make sense of difference as part of the learning experience." 4. Learning is distributed and nonlinear. "Side-tracking is OK, but dissipation isn't likely to work. Part of paragogy is learning how to find one's way around a given social field." 5. Realize the dream, then wake up! "Paragogy is the art of fulfilling motivations when this is possible, and then going on to the next thing."
  • shared context in motion.
  • Knowledge creation in schools is the creation of knowledge by students for their own use. [
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  • basho ("shared context in motion") can help us think about how a context constrains or supports different types of (inter-)actions, and also about how we (re-)shape the contexts we find ourselves in.
  • the modules must be small in size (noting that heterogeneous granularity will allow people with different levels of motivation to collaborate by contributing smaller or larger grained contributions);
  • The view of fluid social contexts advanced by Engestrom as a move beyond the traditional "communities of practice" view is quite compatible with the most famous peer production virtue, freedom (cf. ), which is what allows people to function in a distributed and nonlinear fashion relative to a learning or production "ecosystem". Star and Griesemer[16], on whom Wenger drew heavily as he was developing the idea of community of practice[17], describe their view as "ecological". One key difference between Star/Wegner on the one hand and Engestrom on the other has to do with the nature of boundaries. In the community of practice view, boundary objects exist to effect translations or initiations. In Engestrom's view, attention is drawn to boundaries that remain in flux (via an ongoing process of co-configuration) or which are blurred (e.g. by a blurring of consumer and producer roles).
  • e encourage the research community to test our ideas in practice of various forms. Some ideas for paragogical design include: Establish a group consensus for expectations/goals/social contract of the course and how each of them should be evaluated at its conclusion. Have learners designate learning goals that they then commit to stick with. Formalize a process for assisting peers (e.g. responding to questions, giving feedback on publicly posted work). Develop explicit pathways for learner feedback to translate into changes to the learning environment
Diane Gusa

ETI_Taxonomy.pdf - 0 views

www.edtechinnovators.com/...ETI_Taxonomy.pdf

taxonomy pdf

shared by Diane Gusa on 09 Jul 13 - No Cached
  • Diane Gusa on 09 Jul 13
     
    "What students should know and be able to do to learn effectively and " live productively in an increasingly digital world ..." "
Tiffany King

Learning Styles and Thinking Styles - 1 views

www.targetlearning.net/learningstyles.html

learning learning styles styles thinking

shared by Tiffany King on 09 Jul 12 - No Cached
  • THINK ABOUT IT Scenario     Thinking Style       Planning a "Road Trip"   Linear Thinkers will plan out every detail of the trip                                   (i.e. location of gas stations, roads to travel, items to bring, etc.). Global Thinkers will get in the car and drive.         Assembling Furniture, Toys or Electronics   Linear Thinkers will lay out all the parts (neatly), and read the instructions                           carefully before starting the assembly. Global Thinkers will look at a picture of the assembled product, and then try to                           put it together like a jigsaw puzzle                                     (i.e. "this piece looks like it fits here, this piece goes over here...").  
    • Tiffany King
      Tiffany King on 09 Jul 12
       
      I startedd laughing when I read this, linear thinkers will plan out every detail of the trip. This is so me I write list for everything and check them off, I happen to be planning a birthday party tonight for family and I have started checking off the list for todays activities, I started the list days ago in preparation for today. I guess I am linear. What are you?
  • So, you should also try to recognize the learning and thinking style of the people you speak (or write) to.  Essentially, you need to hit the hot buttons of the people you communicate with (e.g. provide details to a linear thinker or describe the big picture to a global thinker).
  • Tiffany King on 09 Jul 12
     
    Learning styles
  • Diane Gusa on 09 Jul 12
     
    And I plan; but, I am always open to change my plans and take a detour! lol
Diane Gusa

Learnlets » Reimagining Learning - 0 views

blog.learnlets.com/?p=2567

learning portfolios

shared by Diane Gusa on 12 Jun 12 - No Cached
  • a learning experience as a series of activities, not a progression of content.  
  • content is accessed on the basis of the activities, not the other way around. Also, the activities produce products, and also reflections.
  • make your thinking visible
  • ...1 more annotation...
  • reflections or cognitive annotations
Diane Gusa

Productivity and online learning redux - 5 views

canton.sln.suny.edu/...default.asp

shared by Diane Gusa on 18 Mar 14 - No Cached
    • Diane Gusa
      Diane Gusa on 18 Mar 14
       
      How does the present rubric contribute to learner support and assessment? How does the present rubric interfere with your learning?
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