once. 35 mins
ago
I become crippled when expected to rant more than 300 characters. Damn you
Twitter. 36 mins
ago
@speters Good luck! 4 hrs ago
I totally just figured out @teach42 and his secret plans to conquer the
world. Nice touch. Looking forward to seeing this go public. 5 hrs ago
Or "Thank you for not unsubscribing!" Whatever the case may be. 21 hrs ago
More
updates...
Recent Comments
Jen Dorman on
Why
We’re All Blogging Less
Rick on Why
We’re All Blogging Less
Kate Olson on Must
View Video
Dan Meyer on Must
View Video
John Pederson on Resistance
My Blogroll
Alec Couros
Andy Carvin
Anne
Davis
Brian
Crosby
Bud
Hunt
Carolyn
Foote
Cathy Nelson
Chris
Betcher
Chris Lehman
Christian Long
Christopher Craft
Christopher Harris
Christopher Sessums
Clarance Fischer
Clay Burell
Connectivism Blog
Dale
Basler
Dan
Meyer
Darren Draper
Darren Kuropatwa
David
Jakes
David
Warlick
Dean
Shareski
Diana Laufenberg
Doug
Johnson
Ewan
Mcintosh
Gary
Stager
George Siemens
Jeff
Utecht
Jennifer D.
Jones
Judy
O'Connel
Julie Lindsay
Karl
Fisch
Kate
Sheehan
Kim
Cofino
Konrad Glogowski
Kristin Hokanson
Lea Hansen-George
Lisa
Durff
Marcy
Hull
Naomi
Harm
Ryan Bretag
Scott Anderson
Scott McLeod
Sharon Peters
Sheryl Nussbaum
Beech
Stephen
Downes
Steve
Dembo
Steve
Hargadon
Sue
Waters
Tim
Stahmer
Tom
Hoffman
Vicki Davis
Wes
Fryer
Will
Richardson
Zac
Chase
Read
more...
RMIT University Library 2.0 - 21 Lunges - 0 views
21lunges-rmit.blogspot.com
web2.0 rmit library lunges resources online_learning online_courses modules
![](/images/link.gif)
2More
PBS videos for educators hit iTunes U | ijohnpederson - 1 views
21st Century Information Fluency - 0 views
45More
AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views
- ...33 more annotations...
-
a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
-
learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
-
This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
-
The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
-
independently of the other (
-
The learning object should, as far as possible, be free standing.
-
YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
-
-
We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
-
n the Java language
-
The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
-
The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
-
A key challenge for the project is to resolve the tensions in a creative and productive way.
-
A compound object consists of two or more independent learning objects that are linked to create the compound.
-
They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
-
they should be able to reconfigure this to shape their own compound object.
-
main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
-
learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
-
the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
-
the syllabus navigation structure operates at a different layer of organisation for the learning object resources
-
painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.
English Module 1.5 - 7 views
1More
Stephen on Drupal: Set up a wiki with Drupal 5 - 0 views
CAST UDL Online Modules - 6 views
Individual language experience modulates rapid formation of cortical memory circuits fo... - 0 views
23More
Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views
-
a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
- ...20 more annotations...
-
Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
-
Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions.
-
early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
-
learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
-
In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
-
friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea.
-
In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one.
-
The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on.
-
In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
-
Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
-
Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
-
Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
-
which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
-
Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
-
The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
-
specialising in short-term success gets in the way of long-term success. This also applies to education.
-
(Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
-
Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
-
the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage.
-
"Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
‹ Previous
21 - 31 of 31