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Matt LeClair

Informal Learning Environment - All or nothing - 0 views

www.informl.com/...all-or-nothing

informal learning eLearning ASTD reflection environment

shared by Matt LeClair on 16 Nov 11 - No Cached
  • Upon reflection, I realized that this parallels the introduction of eLearning. Many people had oversimplified what eLearning meant; they defined it as replacing instructors with computers.
  • All learning occurs through a combination of different activites. Why should eLearning be different?)
  • The formal-versus-informal debate shouldn’t be happening at all. Extremists on both sides miss the point that this is not either/or. It’s shades of gray.
  • ...3 more annotations...
  • Imagine, if you will, a learning mixer. You could slide the switches to give the learners a little more control here while shaving development time there. And so on. Here’s a hypothetical learning mixer.
  • You don’t achieve the best mix by moving all of the sliders to the top or all to the bottom.
  • The Delivery slider moves from courses and push (formal) to conversations and pull (informal).
  • Matt LeClair on 16 Nov 11
     
    Reflections from ASTD TechKnowledge regarding the "Formal vs Informal Debate"
shawntel

The Reflective Student: A Taxonomy of Reflection Part 2 - 0 views

www.peterpappas.com/...dent-taxonomy-reflection-.html

refectivepractices

shared by shawntel on 23 Oct 11 - No Cached
  • shawntel on 23 Oct 11
     
    blooms by pappas
shawntel

EBSCOhost: Different outcomes of active and reflective students in problem-based learn... - 1 views

web.ebscohost.com.lib.pepperdine.edu/...detail

refectivepractices

shared by shawntel on 23 Oct 11 - No Cached
  • shawntel on 23 Oct 11
     
    Yera, H., & Sun, K. (2007). Different outcomes of active and reflective students in problem-based learning. Medical Teacher, 29(1), 18-21. doi:10.1080/01421590601045007
Matt LeClair

InspireLearningForAll - 0 views

www.inspiringlearningforall.gov.uk/...policymaps.html

research methods guidelines resources best practices templates research survey Learning Organization learning style quiz learning presentation template presentation presentation template learning team build

shared by Matt LeClair on 02 Apr 13 - No Cached
  • Matt LeClair on 02 Apr 13
     
    " What makes a learning organisation (Word, 43kb) This document explores the characteristics of a learning organisation Find out what your learning style is (Word, 52kb) An activity you could do with your staff or users to discover their preferred learning styles Defining learning: outline for a training session (Word, 52kb) This training session is designed to be used with groups of up to 15 staff, working with a facilitator to help them explore the broad definition of learning adopted by Inspiring Learning. The session should run for up to 1.5 hours. Building a learning team (Word, 58kb) A document to support you to build a learning team. It identifies that a balance needs to be struck between achieving a task and providing opportunities to reflect on the process itself to promote individual and collective learning within your organisation."
Matt LeClair

http://www.actionresearch.net/writings/jack/arplanner.htm - 0 views

www.actionresearch.net/...arplanner.htm

resource research action research teaching model learning circle evaluation cycle questions cycle actionresearch Lit Review writings students

shared by Matt LeClair on 04 Jan 12 - No Cached
  • expression and communication of these values is essential in any valid explanation of your educational influence in your own learning and in the learning of others.  I am thinking here of values such as freedom, justice, care, love, compassion, respect and knowledge-creation
  • three assumptions
  • 'How do I improve what I am doing?'  in  your professional practice.
  • ...20 more annotations...
  • onversations between pairs of practitioner-researchers in which we take some 4 minutes each to outline our contexts, what really matters to us, and what we would like to improve
  • motivating you to improve your practice it often helps in the development of realistic action pla
  • After the initial conversation on values and context in relation to your desire to improve practices that relate to helping students, yourself and/or colleagues to improve their learning, I believe that you may find the following action planning process most useful.
  • 'How do I improve what I am doing?'
  • tions, ideas and actions that can distinguish an action reflection cycle: 1) What do I want to improve? What is my concern? Why am I concerned? 2) Imagining possibilities and choosing one of them to act on in an action plan 3) As I am acting what data will I collect to enable me to judge my educational influence in my professional context as I answer my question?  4) Evaluating the influence of the actions in terms of values and understandings. 5) Modifying concerns, ideas and actions in the light of evaluations.
  • Making public a validated explanation of educational influences
  • 7) As I evaluate the educational influences of my actions in my own learning and the learning of other, who might be willing to help me to strengthen the validity of my explanation of my learning about my influence with responses to questions such as: i)               Is my explanation as comprehensible as it could be? ii)             Could I improve the evidential basis of my claims to know what I am doing? iii)            Does my explanation include an awareness of historical and cultural influences in what I am doing and draw on the most advanced social theories of the day? iv)            Am I showing that I am committed to the values that I claim to be living by?
  • nhancing professionalism with TASC (Thinking Actively in a Social Context)
  • .  In producing a valid explanation for our educational influences in the learning of others I believe it to be necessary for the other's explanation of their own learning to be included in our explanation. 
  • ecognises the creativity of the other in engaging with ideas
  • I believe that Sally's writings make an original contribution to educational knowledge whilst showing that she has found useful some of my own ideas  in making this contribution.
  • Educational Enquiry (EE), Research Methods in Education (RME), Understanding Learners and Learning (ULL) and Gifts and Talents in Education (G & T) you can access these at: http://www.actionresearch.net/writings/mastermod.shtml .
  • To see the criteria used in assessing these units click on this link for the MACriteria.
  • virtual learning space for this CPD project go to http://www.spanglefish.com/livingvaluesimprovingpracticecooperatively/ . You can also read Walton's (2011 a&b) ideas on developing a collaborative inquiry.
  • In an inclusional way of being and knowing an individual recognises that they exist in a relational dynamic of space and boundaries. Hence one of the tasks of the practitioner-researcher is to express and communicate this relational dynamic in explanations of educational influence.
  • An example here would be the use of Foucault's (1977) ideas on Power/Knowledge to understand the relationships between the Truth of Power and the Power of Truth in the workplace when seeking academic legitimation for new living standards of judgment.
  • Appendix 1 Action Planner
  • You can access this curriculum at http://www.actionresearch.net/writings/bishops/bish99.pdf
  • How do we contribute to an educational knowledge base
  • Hymer, B. (2007) How do I understand and communicate my values and beliefs in my work as an educator in the field of giftedness?
  • Matt LeClair on 04 Jan 12
     
    "Action Planning In Improving Practice And Generating Educational Knowledge In Creating Your Living Educational Theory"
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
Matt LeClair

Mapping Learning and the Growth of Knowledge in a Knowledge Building Community - 0 views

ikit.org/mapping.html

knowledge knowledge forum LEARNING classroom sch

shared by Matt LeClair on 14 Oct 11 - Cached
  • Matt LeClair on 14 Oct 11
     
    Bereiter and Scardamalia (1996) argue that there is a difference between learning and knowledge building. Learning is activity directed towards improving personal knowledge. Knowledge building is trying to improve knowledge itself by considering ideas in regard to their strengths, weaknesses, applications, limitations, and potential for further development. Both learning and knowledge building are needed in schools. This paper traces the development of both in a Grade 5/6 classroom studying physical science. Knowledge transforming discourse is central to knowledge building because it is the means through which knowledge is formed, criticized, and amended (Scardamalia, Bereiter & Lamon, 1994). In this knowledge building classroom, the capacity for transformative discourse was afforded by Knowledge Forum® and classroom processes. Our paper deals with how this class engaged in the process of articulating and changing their learning goals as they reflected on and evaluated their class' knowledge building progress. Our sources of data come from discourse in the Knowledge Forum® database and videotapes of classroom discussion. A second set of analyses designed to capture students' activity in the database used data from the Analytic Toolkit, a suite of tools designed to track each student's use of Knowledge Forum. A third set of measures came from a pretest and post-test of students' knowledge of physical science. Our results showed that students who engaged in knowledge building discourse around central features of physical science also improved their learning.
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