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Learning with Computers group

index - 0 views

www.geocities.com/esl_efl_ku

action buth in webheads

shared by Learning with Computers group on 10 Jun 08 - Cached
  • Learning with Computers group on 10 Jun 08
     
    Buthaina aka #Buth's WiA (Webheads in action) portfolio
Paul Beaufait

Teachers for the 21st Century - A Program by the Council of Independent Colleges - 12 views

www.cic.edu/...index.html

shared by Paul Beaufait on 04 Feb 10 - Cached
  • Paul Beaufait on 04 Feb 10
     
    This site contains resources for those who are just beginning and those who wish to explore in greater depth three important topics in higher education today, particularly as they are related to teacher preparation. The three topics of this website are: Multimedia Records of Practice to enable faculty to make public their typically invisible practice of teaching and to support their scholarship of teaching activities; Electronic Portfolios to enable faculty and students to reflect upon their learning or professional development or to support program or institutional assessment; and Digital Storytelling to enable faculty, students, and others to easily create digital stories with which they may share their reflections on their experiences in learning.
Media Striker

Media Striker - Noida, India, www.mediastriker.com | about.me - 0 views

about.me/mediastriker

digital marketing in noida seo company in noida cheap digital marketing companies Digital Marketing Company in India Cheap SEO Company India Digital Marketing Agencies Best Digital Marketing Company SEO_SMO_PPC for your Business ?

shared by Media Striker on 25 Apr 17 - No Cached
  • Media Striker on 25 Apr 17
     
    Media is a Digital marketing in Noida, India. View Media's portfolio from their page.
Paul Beaufait

Free Technology for Teachers: Best of the Summer - 5 Ways to Use Google Sites - 7 views

www.freetech4teachers.com/...mmer-5-ways-to-use-google.html

blogs digital portfolios education file management free Google Google Sites online teachers technology

shared by Paul Beaufait on 28 Aug 12 - No Cached
  • Paul Beaufait on 28 Aug 12
     
    Richard Byrne explains "five ways that Google Sites are commonly being used in schools" (2012.08.20).
Paul Beaufait

Summative Assessment In eLearning: What eLearning Professionals Should Know - eLearning... - 10 views

elearningindustry.com/ning-professionals-should-know

assessment education exams formative assessment learning learning objectives learning styles online portfolios presentations projects rubrics summative assessment

shared by Paul Beaufait on 06 Aug 15 - No Cached
  • Paul Beaufait on 06 Aug 15
     
    This post identifies five types of summative assessment applicable to online learning environments, and offers four tips for making summative assessments.
Paul Beaufait

Half an Hour: The Future of Online Learning: Ten Years On - 0 views

halfanhour.blogspot.com/...-learning-ten-years-on_16.html

learning future connectivism education technology Downes trends online

shared by Paul Beaufait on 22 Nov 08 - Cached
  • While we want to provide personalized attention, especially to submitted work, testing and grading, learning is still heavily dependent on the teacher. But because the teacher in turn is responsible for assembling, and often presenting, the materials to be learned, customization and personalization have not been practical. So we have adopted a model where small groups of people form a cohort, thus allowing the teacher to present the same material to more than one person at a time, while offering individualized interaction and assessment.
  • Though networks have always existed, modern communications technologies highlight their existence and given them a new robustness. Networks are distinct from groups in that they preserve individual autonomy and promote diversity of belief, purpose and methodology. In a network, however, people do not act as disassociated individuals, but rather, cooperate in a series of exchanges that can produce, not merely individual goods, but also social goods.
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
  • ...9 more annotations...
  • it is not clear that an outcomes driven system is what students require; many valuable skills and aptitudes – art appreciation, for example – are not identifiable as an outcome. This becomes evident when we consider how learning is to be measured. In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement.
  • The products of our conversations are as concrete as test scores and grades. (Ryan, 2007) But, as the result of a complex and interactive process, they are much more complex, allowing not only for the measurement of learning, but also for the recognition of learning. As it becomes easier to simply see what a student can accomplish, the idea of a coarse-grained proxy, such as grades, will fade to the background.
  • Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)
  • place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
  • As it becomes more and more possible to teach oneself online, and even to demonstrate one’s achievement through productive membership in a community of practice, there will be greater demand for a formalized system of recognition, a way for people to demonstrate their competence in an area without having to go through a formal program of study in the area.
  • the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
  • rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other.
  • Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys. This frees instructors to perform tasks that have been traditionally more difficult and time consuming – to relate to students on a personal basis, to offer coaching and moral support, to learn about and analyze a student’s inclinations and understandings.
  • Paul Beaufait on 22 Nov 08
     
    Thanks for all of your inspiration!
  • Paul Beaufait on 22 Nov 08
     
    "an epic, must-read article" according to Brian Lamb (A social layer for DSpace? 2008.11.19 http://weblogs.elearning.ubc.ca/brian/archives/049355.php)
Paul Beaufait

on social network sharecropping - D'Arcy Norman dot net - 0 views

www.darcynorman.net/...n-social-network-sharecropping

cms digital identity learningwithcomputers online ownership proprietary publishing repositories sharecropping

shared by Paul Beaufait on 28 Aug 08 - Cached
  • Paul Beaufait on 28 Aug 08
     
    Comments extend this discussion to include ownership of students' online portfolios.
  • Paul Beaufait on 28 Aug 08
     
    "...[C]ompelling students to publish content into institutional repositories and course management systems is tantamount to forced sharecropping. We need to do better by our students than to guide them toward embracing sharecropping as the preferred expression of digital identity" (Update, [n.d.].)
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