EDUC251

This is an overview of a guideline for how learning occurs and how as teachers we can focus our lessons to this guideline. It is relevant in on-line education, as the on-line environment allows us to have different modes to provide information to our students. We can utilize everything from video to chat rooms.

Ann, do you have any tools or taxonomies that have helped you develop those questioning skills? And have you got any experience using the SOLO taxonomy?

I have not had experience with SOLO - Structure of Observed Learning Outcomes - but from the bit of investigation I have done, it is similiar to Bloom's in that it is based upon the notion that a studen'ts ability to grasp more abstract concepts, is based on more fundamental understandings and that you need to make sure you are not too advanced for where the student is. It reminds me of Piaget's concept that you can only learn something that is slightly more advanced than where you are (my paraphrase). As for my experience with help in developing questioning skills, which I feel is an excellent example of elearning, is that my company had us first take an interactive tutorial on Bloom's taxonomy. The "final" was taking a math problem and providing questions for each level of the taxonomy. We posted this on a dedicated discussion, with the teacher providing her response for everyone to see and learn from. We have since started another topic where teacher can post specific questions they are using and have tried and this will eventually be collected into a reference document. For example, one idea that was shared was that you after you have tested your student on a fundamental, you can ask them to give you a problem. My experience is that I often get back something I didn't expect. Like if adding decimels, they will return with a problem that might be in the millionths rather than the tenths. What I found most useful was not these specifics or having a question for each level, as much as the consciousness raising it did for me to think more creatively in helping the students. I have found that an elearning platform is very helpful in this regard. For example, they might take a lesson on adding or subtracting fractions and another on adding or subtracting decimels. I will then give them a problem in adding both - example - 1/2 + .25 = . By having an interactive whiteboard I can see how they convert the fraction to a decimal to add them and offer guidan

"Professor Daniel Willingham describes research showing that learning styles are a myth." Interested in your thoughts on this...

I agree that you don't have to adjust your learning style for each student; because if I just speak for myself, I learn from all three. I read, listen and set out to do a task. If I have a question I go to the source or instructor for clarification. If that is not available, I look for other sources of information that might help.

I've seen this video before -- this summer when we were discussing learning theories. What makes it more interesting this go round is what I read in the Wiggins textbook about understanding...can they apply what they understand. Willingham clearly states we need to foucs on meaning rather than the audio/viisual learning style. Also, he makes the point about the use of a good analogy to help the student 'understand'...ties in with the metaphor activity.

"The authors' goal in this paper is to initiate a dialogue among educators who continue to make assertions about the usefulness of identifying students' learning styles with little or no research support. They discuss the status of learning style instruction and the unsubstantiated claims made by authors of learning style instruments and by instructors. They explore a number of key questions: (1) Are learning style instruments valid and reliable?; (2) Do students benefit when the type of instruction matches their preferred learning style?; and (3) More specifically, is there evidence that understanding one's learning style improves concentration, memory, self-confidence, and reduces anxiety, and leads to better grades? They conclude that learning style instruments have not been shown to be valid and reliable, there is no benefit to matching instruction to preferred learning style, and there is no evidence that understanding one's learning style improves learning and its related outcomes. They urge instructors to reconsider their instructional practices, especially the advice they give students about learning styles, and base their practices on sound research."

This was a well written article with a definite point--the answering of the authors' questions about the efficacy of using learning styles as an indicator of increased learning and performance. I agree with their assertion that research does not support continued concentration on LS as teachers design their instructional tasks. What I do know from my own experience, though, is that the teacher needs to invest a major portion of his/her time in learning how their particular students learn best, employing strategies that get at the meat of the subject for each student. I have a very simplistic motto that I use in my life and in my work: "It works best when it works". On the surface, these words mean absolutely nothing, but with a deeper probe, they are pretty profound. A highly capable high school student and graduate of Cal Tech that I worked with many years ago, coined this phrase. It was perfect then and still applies today.

Matthew Taylor explores the meaning of 21st century enlightenment, how the idea might help us meet the challenges we face today, and the role that can be played by organisations such as the RSA.

I know I am certainly "split" on the internet - sharing more detailed information with family and friends, than professional acquaintances. For example, I have two Facebook accounts with different emails. Its not so much the boundaries are different, but how I implement them and the time and overhead I take to do it.

Ann, it's important that you feel empowered to have that kind of control over your participation online. I hope we'll start to see more of that. I love to introduce people to new technologies, and share how they affect me, but everyone has a different experience, and it's so important that we respect the way others choose to engage.

You might not get this while it's still streaming, but I thought I'd add it anyway. I'm watching the live feed with the First Lady surprising the visitors on the White House tour.

What do you think about this?

A novel way to address shrinking school budgets that mandate class size. Usually elearning means there is a price tag for setting and maintaining the computers, programs, and internet. Maybe there was a different part of the budget that paid for the environment. I agree with the comments at the end of the article - primarily because of my own experience and just common sense in thinking about it - that a blended environment is probably the most effective.

A study by the US Government has concluded hybrid classes are the most productive learning environments for elearners. Florida's virtual studies are counter to logic. I for one would not want to be a student in that classroom. I would revolt!! Ahhh...not to be confused with starting a revolution ( which just might be needed).

As an adjunct to disccusion Jennifer began in the post on Getting our Values Around Copyright, this article was from the the first course in our eLearning class - 281. I think it is a good, concise overreview of the U.S. copyright system.

This was part of the first class on Intro to eLearning. I learned a lot about Copyright Law. I have a blog about this, actually two blogs: joystechtool.blogspot.com, which states my thoughts on that subject!

"Video has become relatively inexpensive to produce, and because we all have a lifetime of experience with watching video, it's easy to believe that we understand how to communicate reasonably well using video as a medium."

Its an interesting thought that all video, including those for elearning objectives, is really story-telling and one must utilize the medium - such as panning the camera - is important. I hadn't thought of video as story-telling, but it is a good way to think about how to structure a video lesson. A story has a beginning, middle, and end and it needs to engage the "listerner".

The emphasis of this article, is that we can get in information overload, which impacts the verasity of the data we get. He discusses deliberate biases in websites and the need for us to use filters in the information we receive. To me, it is not just the information we receive, but how we ask the question. Using a different search engine or how a question is phrased can often provide a different answer. When I am trying to research something, I often will not only read the first couple of references, but randomly go to a later page and some of the references there.

Library science has definitely evolved from the time of index cards and Dewey decimel system, as the only real tools we had to find information and books required physical interaction with the printed page. It is great to have access to more data, but makes filtering more challenging. I personally, still like reading words from the printed page, but find that I do much of my reading/getting information via the web or in some type of visual form. I think the ebook products are just the start. I do look forward (and I know it is beginning) when text books for our students will be primarily electronic and they don't have carry around such heavy bookbags. Also, as a new BC student, thanks for letting me about Books 24/7 and Bruce, your comment, about how the librarians are starting to use electonic means for "crap detection" in electronic media is good.

Just saw this posted by the Cybrarian who supports our MEDIT students. http://library2.norwich.edu/library/findingonlinebooks

Dan Meyer teaches high school math outside of Santa Cruz, CA, and explores the intersection of math instruction, multimedia, and inquiry-based learning. He received his Masters of Arts from the University of California at Davis in 2005 and Cable in the Classroom's Leader in Learning award in 2008. He currently works for Google as a curriculum fellow and lives with his wife in Santa Cruz, CA.

Like K. Robinson, Dan Meyer knows how to deliver his message with a sense of humor. I particularly like his suggestion that "the formula for the design of the problem is often more important than finding the answer." Math teachers need to first redesign the problem itself. As an advocate for integrating the arts, using multi-media and videos to teach math concepts and thinking strategies could certainly help to engage the learner. However, watching elementary teachers work with their students (WASL prep) on breaking down a written math problem is an important learning strategy. Seems to me, this deciphering skill has real-world applications, too! Guess I'm "on the fence" about his message.

The articulation of math education by "economics" - i.e., our students who are the next generation need to learn math process skills (he separates out this reasoning from math computation) are not relating to government-mandated math education. By use of visuals, he illustrates how to better engage the student in that process, using an example of a ski-lift to explain slope or a curve. I was thinking that internet education could easily be adapated to this, where there are math problems that the students could individually be guided through problems like this.

This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award. For more information on Sir Ken's work visit: http://www.sirkenrobinson.com

Helen, I like Sir Ken Robinson's stuff, but I do take it with a grain of salt as well. Like Gladwell, he's a good storyteller and can inspire, but everything's got to be taken in context. I love that you ask your students to follow their train of thought. I do that with my kids, and find I often have to explain my own train of thought to others. I like the way you are in tune with the benefits and risks of reflective practice. It can get messy, and it isn't always the best thing for every student. It sounds like you take extra steps to make sure they understand the value of it.

Helen, thanks for underlining the Evoke game. I did find it - www.urgentevoke.com - and was impressed by what a great representative of eLearning this was. Organized, engaging, lots of information - but what I liked most was that it led to action - i.e., the gaming playing is not just on the computer - but actions you take or are encouraged to take to make a difference.

If you're interested in corporate eLearning, and informal learning, Jay Cross is an interesting person to follow. I really appreciate the way he's brought attention to informal learning. I used to have his poster on my office door http://www.scribd.com/doc/2243876/Informal-Learning-Poster

We worry that IM, texting, Facebook are spoiling human intimacy, but Stefana Broadbent's research shows how communication tech is capable of cultivating deeper relationships, bringing love across barriers like distance and workplace rules.

Alec Couros started this collaborative document today, and in no time people were filling it with prompts. Feel free to add yours, or borrow from it for inspiration.

Another interesting read.

His comment about why he wanted this collaboration - to have a focus for his students - put the exercise in context for me in a way that made it more meaningful. I also agree with him that it was great to have everyone collaborate so quickly and thoroughly.

I started a thread in the student discussion area, but realize that this might be a more appropriate place to post. I agree with Downes that the on-line environment broadens the view of what a learner is, but it also brings up the issue of standardization and safety. Students working with a teacher on polar bears collaboratively is engaging and exciting, but how does this fit into education standards, for example.

I think part of the challenge is in overcoming ego, or our desire to confirm our own beliefs and stay in our comfort zones. Maybe we need to give students assignments to write about something completely off the wall, but find the sources to back it up. Then they can see how easy it is to confirm just about anything. I'll add some more resources on media literacy and see what everyone thinks.

I think confirming beliefs is wrong. If you start with a hypothsis and do not know what the answer will turn out to be, you can set aside your biases and research for an answer. Stats give you a way of looking at data. They are testable at the ratio level and the big T for truth never happens. Only the small t for the strength of the correlation between cause and effect.

My first "Behind the Scenes" reflection for the course.

An Interesting read.

When I was planning, I was reflecting on past experiences with that first week. It's always so hectic. It seems if you require the introductions and orientation and also expect engagement with materials, students become overwhelmed. I'm supporting instructors and students in 3 other courses right now. For those, we introduced new technology (Posterous) and expected introductions, a face to face meeting and engagement with the content. We had a lot of frustrated students and instructors, and several students dropped. (We had serious issues with Posterous.) The slower start allowed me to send more messages to the group and work individually with people who contacted me outside the course.

After watching Jen's post RSA Animate-21st Century Enlightenment, I saw this video and thought...hmmmm. Ideas develop because two minds are better than one! Or, we need each other and interaction on the WWW. Also, ideas can be tested to see if they work!

This is a nice collection of papers debunking the myth of the Digital Native. My personal belief is that this myth has been extremely harmful. If you have a chance to read Selwyn's article, I highly recommend it.

Hmmm...after reading that Wiki explanation, I feel a bit of frustration and anger. White middle class youth are probably digital natives if one wants to put a label on it. But, after reading articles on the subject, many lower income families with high school and college age students do not have the funds for technological devices & services: computers; IPADs; laptops; Kindles and the list goes on. I am even more certain youth in other countries do not have access nor would they have high speed internet access on as broad a scale as we have in the US. I suspect they could not afford it either. So this label probably only applies to a small percentage of millennials or digital learners.

Or I should have stated, for those labelled as digital learners...they are only a small percentage of the worlds's millennials and even GenX. Ithink sociological studies would support this conclusion. I prefer using statistics to test hypothesis. Then one can thread these into a theory and test it statistically.

Dan Meyer's interesting process for math assessment.