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Paul Beaufait

MOOCs: What Part of Learning Goes on Where and How? - 3 views

www.ntlf.com/...ing-goes-on-where-and-how.aspx

communities crowd-sourcing deep learning education guided feedback interaction learners learning MOOCs

shared by Paul Beaufait on 26 Feb 13 - No Cached
  • I like the idea that really good teachers could be challenged to change the way they think about learning and put their talents to work finding new ways to structure learning environments that can handle the ever-expanding population of students with widely varying backgrounds.
  • information is not synonymous with understanding, and delivery is not synonymous with education
  • Learning means focusing attention on the key concepts in a topic.
  • ...10 more annotations...
  • Learning means making connections with a learner’s prior knowledge.
  • Learning means actively processing the incoming information, digesting it, working with it, summarizing, paraphrasing, applying it.
  • Learning also requires that the learners’ attempts receive guiding feedback.
  • There are ways of providing electronic feedback to this kind of active learning. Our solution was to provide examples of answers that would fit the task and let the learners compare theirs. Not totally satisfying and sometimes not totally accurate.
  • One is the “community of learners”
  • possibilities
  • a more elaborate version of peer feedback, where the large group of learners respond to one another’s ideas in hopes of finding some kind of consensus.
  • I think this probably works in an informed community of participants where there is a distribution of prior knowledge that can be drawn on.
  • I think a community of novices still needs the guidance of a more informed individual or group of individuals.
  • the essence of deep learning is in the interaction with others as we grapple with what we think we know versus what we really know. That’s the kind of online learning I’d like to see us build.
  • Paul Beaufait on 26 Feb 13
     
    Svinicki posits what learning means, and the kinds of guided feedback necessary, especially for "deep learning . . . [through] interaction with others as we grapple with what we think we know versus what we really know" (¶8).
Dr. Nellie Deutsch

Free Moodle for Teacher EVO for 2014 (M4TEVO14) - 2 views

moodle4teachers.org/...view.php

EVO 2014 M4TEVO14 Moodle 2.5

shared by Dr. Nellie Deutsch on 16 Jan 14 - No Cached
  • Dr. Nellie Deutsch on 16 Jan 14
     
    Step by Step Instructions for Week 1: 1. Create an account on http://moodle4teachers.org 2. Enrol in http://moodle4teachers.org/course/view.php?id=16 3. Read the news announcement: http://moodle4teachers.org/mod/forum/view.php?id=603 4. Take the Moodle Experience choice activity:http://moodle4teachers.org/mod/choice/view.php?id=656 5. Follow this task by moving the arrows:http://moodle4teachers.org/mod/book/view.php?id=593 6. Access the tab for week 1: http://moodle4teachers.org/course/view.php?id=16&section=1 7. Introduce yourself: http://moodle4teachers.org/mod/forum/view.php?id=520 8. Follow this: http://moodle4teachers.org/mod/book/view.php?id=519
Beatriz Lupiano

Nik's Learning Technology Blog: Things You Can Do With Your WebCam 1 - 0 views

nikpeachey.blogspot.com/...can-do-with-your-webcam-1.html

web2.0 webcam webtools teaching tasks offline online fun storytelling characters

shared by Beatriz Lupiano on 06 Mar 10 - Cached
  • Beatriz Lupiano on 06 Mar 10
     
    Part 1 -using webcam and its software on- or offline to create stories and characters
Paul Beaufait

Tomorrow's Professor eNewsletter: 1390. Guidelines for Inquiry-Based Project Work - 2 views

cgi.stanford.edu/...enewsletter.php

assessment blended learning communities of inquiry education engagement groups groupwork guidelines learning projects reflection rubrics task-based learning teamwork

shared by Paul Beaufait on 27 Feb 15 - No Cached
  • Paul Beaufait on 27 Feb 15
     
    This TP eNews... post featured an adopted and adapted rubric for group project work, "an inquiry-based project rubric that consists of eight dimensions." (Guidelines for Inquiry-Based Project Work, ¶2, 2015.02.17). Determining the extent and substance of adaptations noted in the excerpt may require both access to the source of the excerpt and the source of the original rubric.
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