Skip to main content

Home/ MOODLE for Teachers/ Group items tagged innovation

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
LUCIAN DUMA

Microsoft news and personal reflections after Innovative Education Forum in Education 2012 - 0 views

teacherluciandumaweb20.blogspot.com/...ns-after-innovators-forum.html

Innovative Education Forum Microsoft eSafety4eTwinners social media web 2.0

shared by LUCIAN DUMA on 17 Mar 12 - No Cached
  • LUCIAN DUMA on 17 Mar 12
     
    If you want to discover the power of Curation, Follow https://twitter.com/#!/web20education
J.Randolph Radney

YouTube - Classroom Innovation - 0 views

www.youtube.com/watch

classroom youtube innovation

shared by J.Randolph Radney on 01 Aug 10 - Cached
  • J.Randolph Radney on 01 Aug 10
     
    This video will be played at the conclusion to the M4T intermediate level workshop on 1 August 2010.
J.Randolph Radney

The Future of Thinking - The MIT Press - 4 views

mitpress.mit.edu/...default.asp

Web2.0 education technology innovation thinking MIT

shared by J.Randolph Radney on 25 Apr 10 - Cached
  • The authors propose an alternative definition of "institution" as a "mobilizing network"—emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change—and explore the implications for higher education.
  • The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft was hosted on a Web site for collaborative feedback and writing.
  • J.Randolph Radney on 25 Apr 10
     
    Has anyone read this book? Can you link a review of it to our diigo group?
eabyasinfosol

How to Choose an [Moodle] LMS System for Higher Edu Sector - Eabyas - 1 views

eabyas.com/s-system-for-higher-edu-sector

Moodle LMS Online Education Higher elearning edtech

shared by eabyasinfosol on 11 Aug 21 - No Cached
  • eabyasinfosol on 11 Aug 21
     
    Almost every industry keeps pace up with technology for effective processes, resource management, and innovative solutions. However, there is an exception - the education industry lags behind in embracing eLearning tools and technologies. There is no iota of doubt that traditional classrooms and learning methods offer indelible one-on-one or one-to-many learning experiences across the campuses. The Higher Edu organizations are stuck in a rut. To my dismay, they aren't the pioneers to embrace the technologies, but the opposite...
J.Randolph Radney

The Creativity Crisis - Newsweek - 1 views

www.newsweek.com/...the-creativity-crisis.html

creativity education learning Newsweek psychology innovation crisis children

shared by J.Randolph Radney on 06 Aug 10 - Cached
  • Treffinger’s Creative Problem-Solving method
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer. When UGA’s Runco was driving through California one day with his family, his son asked why Sacramento was the state’s capital—why not San Francisco or Los Angeles? Runco turned the question back on him, encouraging him to come up with as many explanations as he could think of.
  • They didn’t stop asking questions because they lost interest: it’s the other way around. They lost interest because they stopped asking questions.
  • ...1 more annotation...
  • The new view is that creativity is part of normal brain function. Some scholars go further, arguing that lack of creativity—not having loads of it—is the real risk factor. In his research, Runco asks college students, “Think of all the things that could interfere with graduating from college.” Then he instructs them to pick one of those items and to come up with as many solutions for that problem as possible. This is a classic divergent-convergent creativity challenge.
  • J.Randolph Radney on 06 Aug 10
     
    What are some of the key problems students have in getting through a Moodle course?
J.Randolph Radney

Innovative Model Presentation - 0 views

fpelearning.com/...player.html

learning howto creative instructional

shared by J.Randolph Radney on 16 Jul 10 - Cached
  • J.Randolph Radney on 16 Jul 10
     
    Here is the second presentation.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of amplification
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of curating
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      Therefore, the teacher helps with wayfinding, but it is also the province of the learning community.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    This is a discussion of connectivist learning, particularly the teacher's role(s).
1 - 12 of 12
Showing 20▼ items per page