Group items tagged

multi-tasking vs: serial tasking

A small but very pertinent article in the recent edition of the International Review of Research in Open and Distance Learning (IRRODL) by Seth Gurell, Yu-Chun Kuo and Andrew Walker called The Pedagogical Enhancement of Open Education: An Examination of Problem-Based Learning1 is a real gem. The Pedagogical Enhancement of Open Education is a gem because it is focussed on pedagogy and online open learning. Gurell et al argue from a review of the literature and practical experience that problem based learning can work well with online open education. For example, traditional problem-based learning requires the learner to find and review resources which are usually print based materials such as books, journals, newspapers and so on, many of which take time to locate and access. However, using problem-based online learning using open education resources can remove much of the distraction of finding resources and enable greater attention to the learning task. Although problem-based learning (PBL) may not be suitable for all types of learning, a review of the research does indicate that students perform equally well using PBL as they do in traditional learning. Students engaged with PBL also perform better on retention tasks and on explanatory tasks, reveal Gurell et al. There are many sources of open educational resources. Two such examples that are well known are the Open Education Resource (OER) Commons, the Open Courseware Consortium. However, others such as Academic Earth, Scientific Commons, and Project OSCAR are also interesting. The Pedagogical Enhancement of Open Education is a very succinct review of online PBL and its fit with open online learning. Gurell et al have provided an excellent review of the versatility of online open education and how to maximise pedagogy to achieve improved learner outcomes.

Connected to a few class discussions (including one in HT 500 about multitasking)... *potential for greater/more diversity in discussion/participation than in person *what do we mean when we say "multi-task"? *weighty topics/140 characters Somebody's got to create something worth tweeting

Two interesting point about poor schools with the potential to access rich library resources and also the myth about multi-tasking (resonates with part of Sherry Turkle's message in this week's video.

The article defines and describes the characteristics of authentic learning.

Something to think about amidst our busy scheduling with readings and projects, etc.  

Conflicting attitudes toward students who "multi-task" with mobile devices in classroom. "All the advances schools and colleges have made to supposedly enhance learning - supplying students with laptops, equipping computer labs, creating wireless networks - have instead enabled distraction. Perhaps attendance records should include a new category: present but otherwise engaged."

Provides an interesting classification system for MOOCs, of which edX, Coursera, and Udacity fall into one category--content-based. The other two MOOC categories are network-based and task-based. Interesting argument...

"There is a widespread belief among teachers that students' constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks, according to two surveys of teachers being released on Thursday. "

interesting take on the technology that's competing for our attention--creating multi tasking monsters of us all, or as some would argue, ADD junkies with continuous partial attention

AR helps astronauts in the International Space Station perform tasks.

An argument that Good Software design is bad for learning

Why is overhearing a "half-alogue" more annoying than overhearing a dialog? Study shows that it's not a question of volume: hearing a half-alogue causes the brain to work harder to make sense of it, hurting our performance other cognitive tasks. Could this phenomenon be exploited in a positive way in a learning environment? (e.g. make use of the brain's natural tendency to work on filling gaps?)

"..enabling and empowering others to solve their own problems is the best way to ensure successful projects, whether for a new product, a marketing campaign, training program or any other kind of project. Creating this sense of ownership and empowerment is also the best way to keep people (yourself included) engaged and growing." Good advice for product design and task design...

The idea of "showing what you know" and earning badges instead of degrees? In this economic downswing, could something like this become the new emergent way of learning and of assessing? Thoughts?

Sounds like the digital badge is more lke a digital portfolio- which I would more likely support. I find it interesting that our education system (which strives and struggles to provide consistent, high quality education from coast to coast) is seen as deficient but this badge proposal will be the answer? It's like the flood of support for home-schooling after a home-schooler wins a national competition but no one knows about the tens of homescholers I had to remediate in rural NH. Standardization is the key for any system to be integrated into another system. The variety of education models we have in our country makes it difficult for employers to integrate employees. If this digital badge concept relies on a variety of models, they will have the same problem.

The prospect of digital badges to show what you know is both exciting with its potential affordances and worrisome with some of its limitations and ambiguity. It'd be great if the ideal came to pass that digital badges would allow valid demonstration of super-specific skills and knowledge over a greater range of fields and topics than what having a B.A. or B.S. currently does. Digital badges could represent the most particular concepts or skills at a granular level even-- those that are essential in the real-world (whether that be desired by employers or otherwise). If the task or test or challenge, or whatever else would be the means of assessment for earning a badge, was carefully designed and evaluated to be a truly valid measure of proficiency, then earning a badge for something would be a clear indication that you know something. But like Allison said, standardization would be key. What would these assessments/ badge challenges be- so that they would be truly valid indicators of proficiency? Who would be the purveyors or authorities to determine the assessments or challenges to accomplish a badge? Given the medium (completing badge assessments on one's own computer or mobile device - from any site they're at potentially) - what's to stop a user from going "open book" or "opening another tab" in order to look up answers to questions or tutorials on how to do a task, in order to complete the assessment? Doing this would allow a user to ace the assessment and earn the badge- but would defeat any value of the badge in truly demonstrating knowledge or skill. By imagining if digital badges did reach mass-acceptance and use in the real world, and we were to ultimately find them all over the internet like we're now finding social media widgets, it made me realize that the "prove proficiency anywhere I am in any way I want" won't work. I changed fields and career paths from what I studied in college, so I definitely appreciate the value in being able to truly show e

"To achieve our vision as a 'learning city', learning must not be defined as a certain task or confined to one place - our learners must have the freedom to learn anytime, anywhere"

Thoughtful post about technology integration for tablets

Yes, very interesting indeed. We've discussed a lot about the lack of professional development for implementation of iPads in the classroom, but not too much about the SAMR model (substitution, augmentation, modification, redefinition), developed by Ruben R. Puentendura. He is spot on in saying "For technology to be truly innovative and impactful on students, we must get to the stage of Redefinition, in which we use technology to create and perform tasks that - prior to the existence of the technology - were inconceivable" I think this is going to be tough to overcome with the iPad. Schools are so caught up in their fad. It seems as though it's hard for anyone, even smart creative people, to use their ipads in truly creative, richer, deeper, redefining ways.

Thank you for sharing this post Prof Chris. I agree that we cannot 'throw the iPad in, mix and stir' to develop a new program. However, where I disagree with the approach is that it does not start with the learner. The author began with pedagogy and then technology, but I feel that there should be learning theory first and then pedagogy and technology to support both.

In a survey by the Joan Ganz Cooney Center, 60% of K-8 teachers who use digital games said that since integrating digital games into the classroom their students had become better collaborators and paid greater attention to specific tasks. Fifty-six percent said lower-performing students were now more engaged with the content

Interesting article - highlights the growth of virtual training tools and their capacity to improve real world tasks. Example: "The amazing results of the training and simulation program have led to significantly improved grades on students' critical skills tests, taking scores from a 56% success in 2007, to 95% at the end of 2008 after the simulation was instituted."