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greenm's blog - 0 views

blogs.bgsu.edu/greenm
shared by Eric Calvert on 15 Oct 10 - No Cached
  • To be honest, most of the time what I hear from teachers I automatically assumed to be true and would rarely question any of the material presented to me, until my most recent last several years of college….and quite frankly even now I often presume what I am being ‘told’ or ‘taught’ is true.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      I think this is true for most people (unless we've had some very strong, negative experiences.) Not only do I think we trust teachers by default, but there's some evidence that we trust technology by default as well.  I read an interesting book recently called "The Media Equation" that reported on a series of studies that found that people are very trusting of media (even if they say they aren't.)  In particular, if a message seems to come from a computer instead of a person, we tend to view it as being "objective."  I think it's important for learning designers to keep this in mind and use their "power" responsibly while also encouraging learners to evaluate information critically.
  • Even if the facilitator has effectively included motivation in their design, they will still need to successfully deliver this material.  If the delivery falls flat, then the design may not be reached as intended.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      What behaviors/characteristics of a good facilitator do you think are "motivating?" How could similar characteristics be built into a learning module or online environment that a learner would interact with online instead of in a face-to-face environment?
  • For some reason it is bothersome to me to read lengthy material on the web.  Maybe I have just taught myself this, but I do think there is some validity to the lack of actual reading that is taking place on the web.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      I've heard others make similar comments.  Do you think this is because LCD screens are less comfortable for our eyes than paper, because printed materials don't have links (so going somewhere else even when you're bored isn't an option), or because we see books and magazines as "linear" and online material as being "non-linear?"
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hammbh's posterous - Home - 0 views

hammbh.posterous.com hammbh lrnd6820 UDL
shared by Eric Calvert on 15 Oct 10 - No Cached
  • I am also still struggling with thinking of certain technologies that can be used to help us recognize patterns. I think that many tools are available that do aid the process, but is there a possibility for something to be developed that exclusively applied to this idea. Something that can be used just for the purpose of recognizing and organizing these patterns and experiences. I wonder if we could better track how we remember things, the connections we make in our brains, or how we mentally store information, if that would make us more aware of what we learn, how we learn, and how we can learn better. I know this seems like a slightly crazy though, but I like to dream.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      I think this could be an exciting area for "augmented reality" applications in the future. I'm also intrigued by data visualization applications (from basic tools like word cloud generators to advanced factor analysis software).  ManyEyes has some cool experimental tools that are fun to play with.  Check it out: http://manyeyes.alphaworks.ibm.com/manyeyes/
  • I truly enjoyed reading "On Intelligence" these past couple of weeks and even filled out the survey. I think it's a something that has more unique ideas than just theories/theorists, tools, technology, etc. I can see myself continuing reading this book outside of class because it really is interesting and is written in a way that's easily understandable. I'm happy that we got the opportunity to read this and take a break from all of the articles. :P
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      Glad you liked it!  I hope you do finish the rest of the book. I think the later chapters that get into possibilities for artificial intelligence are really fascinating.
  • I know that we've talked about UDL all throughout LRND courses, but I feel as if this is an important and relevant topic that could almost be it's own course. Learning how to properly evaluate needs of students, selecting proper tools, and creating a UDL friendly module would be a great experience for LRND students.
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A pedagogy of abundance - 0 views

www.slideshare.net/...a-pedagogy-of-abundance abundance pedagogy scarcity Weller
shared by Eric Calvert on 02 Sep 10 - Cached
  • Eric Calvert on 02 Sep 10
     
    Presentation by Martin Weller exploring the idea that traditional schooling has been based on a "pedagogy of scarcity" in which things like information and expertise were hard to access and therefore needed to be centralized and rationed, at that new pedagogical models should be explored which reflect the fact that the Web has made information "abundant," and access to experts and learning communities relatively easy and low or no cost.
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mmieure's blog - 0 views

blogs.bgsu.edu/mmieure
shared by Eric Calvert on 15 Oct 10 - No Cached
  • We know the educational system has to change and be more effective, however if you are teaching a biology class of 40 students, and you are intorducing text books, smart boards, lab experiments and field trips, what more can you do?
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      You're right.  The curriculum is getting very "crowded."  I think our tendency is to look at curriculum and ask, "what more needs to be added," when sometimes we could actually improve things but cutting things out -- especially where there's not currently time for students to think deeply enough about the content for it to "stick."
  • It would seem impossible to taylor the curriculum to each student.  As relative to this article, it makes the point that learning can come in a variety of packages depending on the individual, and this is true.  However,  I see it also as a difficult road to capitalize on these ideas when you have too many students, not enough time and not enough money.
  • It just brings me to another question, are the digital natives and their knack for being able to multi-task multiple technological devices at the same time really smarter than the rest of us because of it?  Or are they unknowingly being overwhelmed with too many distractions?
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      We'll explore this question in great depth during the VoiceThread debate next week!
  • ...2 more annotations...
  • For instance, the non-interactive learning is more beneficial to basic skills whereas the interactive learning is more beneficial to high order skills.  Again, I believe studies such as this could benefit education enormously.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      Yes.  Going back to your earlier point, sometimes less really is more.
  • According to this model, it seems that in order to enhance the long term learning of a student we should consider a “learning how to learn” class
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      You might be interested in some of Arthur Costa's work on explicitly teaching metacognitive skills to young students.  
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sshaffe's blog - 0 views

blogs.bgsu.edu/sshaffe
shared by Eric Calvert on 15 Oct 10 - No Cached
  • We may understand how the brain is SUPPOSED TO WORK, but will we ever be able to understand all of the factors and variables that make us each unique?
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      All the factors? Maybe not.  But we can definitely understand more than we do now, I think.  Part of what makes this reading so interesting to me is that it argues that a huge amount of diversity and complexity can arise out of a relatively simple process.  
  • A two and a half hour professional development, two times, a year apart, did not do this research and model justice. It was also not intense enough to be training for teachers to successfully implement her design
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      Good observation.  Thinking like a learning designer and knowing what you know, what changes would you make to the model we use for professional development in schools?
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What are Learning Analytics? (Siemens, 2010) - 0 views

www.elearnspace.org/...what-are-learning-analytics analytics learning Siemens
shared by Eric Calvert on 26 Aug 10 - Cached
  • Learning analytics is the use of intelligent data, learner-produced data, and analysis models to discover information and social connections, and to predict and advise on learning
  • I’m interested in how learning analytics can restructure the process of teaching, learning, and administration.
  • LA relies on some of the concepts employed in web analysis, through tools like Google Analytics, as well as those involved in data mining (see educational data mining).
  • ...5 more annotations...
  • Learning analytics is broader, however, in that it is concerned not only with analytics but also with action, curriculum mapping, personalization and adaptation, prediction, intervention, and competency determination.
  • For now, it’s sufficient to state that our data trails and profile, in relation to existing curriculum, can be analyzed and then used as a basis for prediction, intervention, personalization, and adaptation.
  • Effective utilization of learning analytics can help schools and universities to pick up on signals that indicate difficulties with learner performance. Just as individuals communicate social intentions through signals well before they actually “think” they make a decision, learners signal success/failure in the learning process through reduced time on task, language of frustration (in LMS forums), long lag periods between logins, and lack of direct engagement with other learners or instructors.
  • Curriculum in schools and higher education is generally pre-planned. Designers create course content, interaction, and support resources well before any learner arrives in a course (online or on campus). This is an “efficient learner hypothesis” (ELF) – the assertion that learners are at roughly the same stage when they start a course and that they progress at roughly the same pace. Any educator knows that this is not true and will eagerly resist the assertion that their teaching assumes ELF. But systems don’t lie.
  • Learning content should be more like computation – a real-time rendering of learning resources and social suggestions based on the profile of a learner, her conceptual understanding of a subject, and her previous experience.
  • Eric Calvert on 26 Aug 10
     
    Elearnspace blog post by George Siemens on ideas for using analytics tools with online teaching tools and student profile data to to personalize teaching and learning.
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fkohler's blog - 0 views

blogs.bgsu.edu/fkohler
shared by Eric Calvert on 15 Oct 10 - No Cached
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      There seems to be a lot of interesting work going on at this institution.  Several of our readings this semester come from faculty there.
  • This is emphatically wrong. Hawkins needs to consult with neuro-psychologist in the field of brain trauma to become enlightened.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      Can you expand on why you think there's a conflict between Hawkins and other researchers' findings?  (I might add that one of the challenges in talking about "intelligence" across different works is that there are so many different definitions and ideas about what "intelligence" is.)
  • ...3 more annotations...
  • id the
  • definition
  • More tweaking continues on my facilitation of Edyburn’s ULD in a couple more weeks. It is difficult to get a firm grasp on each classmate(s) level of exposure on digital media and/or learning challenges. Therefore, it may be wise to provide a brief discernment thereby routing them to multiple formats to accomplish the true meaning of ULD concepts.
    • Eric Calvert
      Eric Calvert on 15 Oct 10
       
      I'm looking forward to this, Frank.  I think it might be helpful to suggest some examples of good UDL design in action that could be used as "anchors" to help people grapple with the more theoretical stuff in the article.
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Final Reflections - Voice Thread Debate | Ginnette Clark's blog - 0 views

blogs.bgsu.edu/...eflections-voice-thread-debate clarkg LRND6820 VoiceThread debate google
shared by Eric Calvert on 25 Oct 10 - No Cached
  • I think that the Internet has made us more efficient and better equipped to find out things that are important to us. When my daughter was born with Spina Bifida, I looked at every site that was available about the subject. I wanted to learn as much as I could about the prognosis of my child. Also, the Internet has connected other families together that have children with Spina Bifida. The Internet has proven to be a great resource to those people.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      Could "distraction" be in the "eye of the beholder" then? (It sounds like you had little trouble focusing when you were trying to learn about Spina Bifida online, but that staying focused takes more energy when you don't feel as strong of a personal connection to the content.)  Is a take-away lesson for learning designers that providing choice in content can help make some of the distracting qualities of the web non-issues?
  • Learners are also busy at work and employers do not always have the budget for travel for education. Online learning modules that can be accessed at any time can serve a great amount of people that need to know things. Training can be done from the workplace, reducing the need for travel and extra expenses that an employer will not necessarily budget and provide for.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      Good observation.  I think this is probably why we've seen so many job postings for learning designers despite the recession and job cuts in other fields.
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LRND 6820 Week 9 Reflection | fkohler's blog - 0 views

blogs.bgsu.edu/...lrnd-6820-week-9-reflection LRND6820 VoiceThread debate carr fkholer
shared by Eric Calvert on 25 Oct 10 - No Cached
  • Moreover, research discovers that transferring tacit knowledge is challenging when using “traditional e-learning.” It requires shared observation to deliver effective information.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      I think this is an important point, Frank.  I do think we learn more and think more deeply when we have forums for discussing ideas with others.  This is true both for adult learners and children. (For example, there's evidence that kids learn little from "educational television" unless they have an opportunity to talk about it with a parent, teacher, or peer.)
  • The Affirmative Team’s organization was great with members volunteering for roles. Collaboration effected from the Wiki with Rachel and Misty leading the research effort. Yours truly created and posted the first VoiceThread, with Wes and Melisa providing a succinct organizational statement of Affirmative Team’s supportive research.
    • Eric Calvert
      Eric Calvert on 25 Oct 10
       
      As an instructor, it was great to see you all use some of the collaborative tools to organize yourselves and your collective efforts.
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