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Contents contributed and discussions participated by Jackie Doherty

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Educational Leadership:What Students Need to Learn:A Diploma Worth Having - 1 views

www.ascd.org/...A-Diploma-Worth-Having.aspx curriculum learning assessment credentials
shared by Jackie Doherty on 18 Dec 13 - No Cached
  • Jackie Doherty on 18 Dec 13
     
    There's only one valid measure of the high school curriculum: How well does it prepare students for their adult lives?
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2012 ECAR Study of Analytics in Higher Education | EDUCAUSE.edu - 0 views

www.educause.edu/...udy-analytics-higher-education analytics
shared by Jackie Doherty on 04 Oct 12 - No Cached
  • Jackie Doherty on 04 Oct 12
     
    Analytics in Higher Education: Benefits, Barriers, Progress, and Recommendations The objectives of this research were to assess the current state of analytics in higher education, outline the challenges and barriers to using analytics, and develop a maturity index to provide a common means of assessing progress in analytics.
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Educational Leadership:Teaching Screenagers:Character Education for the Digital Age - 0 views

www.ascd.org/...ation-for-the-Digital-Age.aspx
shared by Jackie Doherty on 04 Oct 12 - No Cached
  • Jackie Doherty on 04 Oct 12
     
    Should we teach our kids to have two lives, or one? Our current technological trajectory promises unfathomable, roller-coaster innovation with no braking system. While the ride is exciting, it moves so quickly that we typically don't have time to think about the possible unintended consequences that might accompany it. The result is that we find ourselves unable to effectively respond to hot-button issues like cyberbullying and sexting because they seem to come out of nowhere.
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EDED 5318 Advanced Learning Theories and Instructional Strategies - 8 views

pinterest.com/...earning-theories-and-instructi infographics learning models teaching and
shared by Jackie Doherty on 13 Sep 12 - No Cached
  • Jackie Doherty on 13 Sep 12
     
    A nice compilation of learning objects centered about teaching, learning, and course design.
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Designing Courses with a Progression of Learning Experiences | Faculty Focus - 1 views

www.facultyfocus.com/...ession-of-learning-experiences group work collaboration active learning
shared by Jackie Doherty on 29 Mar 12 - No Cached
  • students engaged, interacting and learning the content collectively
  • working with others—how disagreements can be handled constructively, how work can be divided equitably, how the group can influence what individual members do.
  • the order in which they’re experienced matters. Each experience should build on what happened in the previous one.
  • Jackie Doherty on 02 Apr 12
     
    Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?
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Planning a Program Evaluation - 0 views

learningstore.uwex.edu/...G3658-1.pdf Research methodology
shared by Jackie Doherty on 09 Mar 12 - No Cached
  • Jackie Doherty on 09 Mar 12
     
    Program Development and Evaluation
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InstHOME - 1 views

peoplelearn.homestead.com/...HomeRES.html research methodology competencies
shared by Jackie Doherty on 07 Mar 12 - No Cached
  • Jackie Doherty on 07 Mar 12
     
    Research Methods in Education
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Competencies for Online Teaching Success (COTS) - YouTube - 0 views

www.youtube.com/view_play_list competencies online teaching success youtube
shared by Jackie Doherty on 06 Mar 12 - Cached
  • Jackie Doherty on 06 Mar 12
     
    Experts discussing the competencies needed to be successful in an online teaching environment.
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Repeat: Work, Solitude, and Joy - January 1 & 4, 2012 | Spark - 2 views

www.cbc.ca/...itude-and-joy-january-1-4-2012 work meetings productivity spark cbc
shared by Jackie Doherty on 03 Jan 12 - No Cached
  • Jackie Doherty on 03 Jan 12
     
    Ever wonder how much work you actually do in a day? There can be a lot of distractions between meetings, your manager's questions, impromptu pot-lucks and gab fests. Some days it can feel like it's impossible to get anything done. That's because according to Jason Fried it IS. Jason is the co-founder of 37 Signals, a company that builds web-based collaboration tools. He's also the co-author of the bestseller Rework - a book all about how to make work work better. Although he himself is a manager, Jason has no problem blaming workplace inefficiencies on meetings and managers. (Runs 22:49)
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EET - Knowledge, Visualization and Brainstorming Assignment - 3 views

docs.google.com/...ccc brainstorming visualization web2.0 teaching tools learning education research resources
shared by Jackie Doherty on 28 Sep 11 - No Cached
  • Jackie Doherty on 28 Sep 11
     
    This a collaborative table I made with my group in one of my courses. There are some great brainstorming and visualization tools on here.
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TrainingShare - Curt Bonk -- Educational Technology Expert And E-Learning Guru - World ... - 1 views

www.trainingshare.com/..._and_online_learning_books.php learning web2.0 education tools teaching online 21stcentury
shared by Jackie Doherty on 26 Aug 11 - No Cached
  • Jackie Doherty on 26 Aug 11
     
    This was passed on by Kathy. What an excellent resource! Some, many of us are already using but there are tons of others to browse.
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EVERNOTE - 3 views

www.netvibes.com/3 social networking twitter
shared by Jackie Doherty on 08 Jun 11 - Cached
  • Jackie Doherty on 09 Jun 11
     
    That was a mistake. I was showing someone how to use Diigo and meant to delete this right afterward but now I can't because you have commented on it.
  • Jackie Doherty on 09 Jun 11
     
    yes . .
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Rose Colored Glasses « Random Thoughts on Instructional Design - 3 views

jmajor.midsolutions.org instructionaldesign online_discussions instructional-design design
shared by Jackie Doherty on 01 Jun 11 - Cached
  • Jackie Doherty on 01 Jun 11
     
    Instructional Design Resources
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Ple - LTCWiki - 0 views

ltc.umanitoba.ca/...index.php Personal Learning Environments Adult Learning learning ple wiki elearning education tools resources
shared by Jackie Doherty on 28 May 11 - Cached
  • Jackie Doherty on 28 May 11
     
    What is a Personal Learning Environment?
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McElvaney - 1 views

www.cjlt.ca/...257
shared by Jackie Doherty on 28 May 11 - Cached
  • Free and easy-to-use technologies offer new ways to find, organize, create, and interact with information.
  • The 2009 Horizon Report defines personal webs as "customized, personal web-based environments . . . that explicitly support one's social, professional, [and] learning . . . activities via highly personalized windows to the networked world" (Johnson, Levine & Smith, 2009, p. 19), and heralds them as an emerging learning trend.
  • This paper explores personal web technologies (PWTs) and their learning applications. Examples are given of commonly used, customizable technologies such as: social bookmarking, personal publishing tools, aggregators, and metagators.
  • ...34 more annotations...
  • learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996)
  • some needs may best be addressed by the individual him/herself.
  • PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • The use of PWTs for learning directly supports several principles of connectivism, a learning theory outlined by Siemens (2006): (i) Knowledge rests in networks, (ii) Knowledge may reside in non-human appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities (p. 31).
  • If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • To create a personal web for learning, it is first necessary to explore what personal web technologies are, where to find them, and how to use them.
  • Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • n general, the length and full-featured capabilities of blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming (King, 2009).
  • esides enriching and enlivening a post, these tools make it possible for an individual to publish artifacts that are ill-served by text-only displays.
  • Micro-blogs, such as Twitter (twitter.com), allow users to post short messages from their computer or mobile phone.
  • Users can also 'follow' other members to receive a stream of their posts.
  • asily "ask and answer questions, learn from experts, share resources, and react to events on the fly"
  • ndividuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming. For this reason, it can be helpful to subscribe to these streams (or “feeds”) by using an aggregator.
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops (
  • Due to the fact that they are user-created, there is no exact definition of a PLE (PLE, n.d.). In general, a PLE is the sum of websites and technologies that an individual makes use of to learn.
  • PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • http://ltc.umanitoba.ca/wiki/index.php?title=Ple
  • Once an individual creates a PLE or PLN, there is no need to sit in front of a computer to access it. The majority of PWTs have mobile-friendly versions available, allowing individuals to take their learning to go.
  • Instead of limiting learning to traditional environments, mobile versions of PWTs give learners more options on where and when to learn.
  • However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction (see Figure 2)
  • Learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent
  • need to focus on building critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • students have already experimented with a personal web technology, such as social networking, but, "few of them are being taught how to leverage its potential and benefit from the deep learning that can ensue"
  • In higher education, PWTs could be of great use for researching, developing PLNs, and creating online portfolios.
  • An undergraduate student who uses a research tool such as Zotero will graduate with a searchable, organized collection of annotated resources that could be valuable in the workplace or in future academic undertakings.
  • As the individual becomes increasingly connected to their PLN, they may become increasingly disconnected to those who are physically around them, such as family and friends
  • Using PWTs to incessantly check for new articles, status updates, and activity may become a drain on one’s attention and productivity
  • Valuable or innovative ideas put forth by lesser-known individuals can easily become lost in the noise.
  • ndividuals who wish to learn from their personal network must strive to create a diverse PLN populated with voices that may dissent, challenge, or provoke. Otherwise, the PLN cannot foster critical and creative thinking,
  • anything they publish on the Internet may be found by supervisors, peers, teachers, a
  • uture hiring managers (Harris, 2007)
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