Group items tagged

"Models of learning and teaching"

I think the challenge for many in this shift is the unpredictable, chaotic nature of design. It's about metacognition, choice and self-control over how learning takes place. It's no longer something that is DONE to you and that's a big challenge for teachers as they make the shift away from how they were taught themselves

For assessment assessment provide an overarching scenario/ problem for applying their new skills and knowledge (Traditional IDM on Sociological ID) to develop alearning design matrix (Sociological IDM). using the tools and approaches explored in PIE towards

Thnx Julie. I'm doing my assignment for the Flexible Learning module of my Bachelor of Voc Ed & this is a GREAT resource

TaLe - the NSW gateway to Primary, Secondary and TAFE teaching and learning resources.

For use in the thesis and in a blog post davidtjones.wordpress.com/2009/04/22/e-learning-usage-qua... Adapted from Kember, D. (1997). "A reconceptualisation of the research into university academics' conceptions of teaching." Learning and Instruction 7(3): 255-275.

Like this graphical representation of the difference between student and teacher centred learning

Good conversation starters for teachers to question their approach to teaching in contemporary technological digital context

"At the other end of this educational theory spectrum is the idea of instructivism. Instructivism, by this name or any other, has been around for many years and has formed the basis of the American, among others, educational system. Based on behaviorist theories, Instructivism, sometimes referred to as Direct Instruction incorporates a teacher-directed, carefully planned curriculum, with purposeful teaching at its core. It follows two basic assumptions. First, the purpose of instruction is to help the learner understand and interact with the world; and, secondly, learners should be directed by instructors who make the decisions about the content and sequence of the learning (Margules, 1996). The instructors would base these decisions on professional training and scholarship. According to Fosnot, 1996, ". . . the instructivist, or behaviourist, approach is to pre-plan a curriculum by breaking down a subject area (usually seen as a finite body of knowledge) into assumed component parts, and then sequencing these parts into a hierarchy ranging from simple to more complex," (in Malibar & Pountney, 2002). This approach is more of teacher as "sage on the stage," than as a facilitator of learning. Even further, "according to instructivist principles, learning flows in a mostly unidirectional path, proceeding from the knowledgeable authority (teacher), or from instructional content, to the passive learner," (Diaz& Bontenbal, 2000). Not only is the teacher the authority, but the learner is also passive and merely absorbs the content. For students, there is little room for self-discovery and reflection. In instructivism, real world situations are not the models of instruction, nor are there modifications made for individual learning style; the lecture, in its different forms for primary, secondary and tertiary, is the primary mode of content delivery. Students are aware of expected learning outcomes, and outcomes are easily assessable. Further, students are rewa

This is a practical article describing a method to encourage teachers to USE technology. It found that most teachers don't find tech training helpful as it focusses on HOW to use technology not how to INTEGRATE it into teaching and learning.

The Moodle User Group has been established to encourage sharing and professional collaboration between Institutes who are exploring the use of Moodle for teaching and learning.

Transforming media into collaborative spaces with video, voice, and text commenting.