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J.Randolph Radney

eSN Special Report: Small-group collaboration | eSchoolNews.com - 5 views

www.eschoolnews.com/...port-small-group-collaboration

elearning eschoolnews.com collaboraton

shared by J.Randolph Radney on 26 Jan 10 - Cached
  • Sutton said collaboration is "a more positive way of teaching" and addresses the needs of students who learn best in different ways, such as those who are visual learners or auditory learners.
  • In a traditional classroom arrangement—with the teacher lecturing at the front of the class—"the group becomes homogenized," Silverman says. The teacher targets the instruction to the middle, ignoring the passive, inattentive students in the back and the more advanced students who might be bored because they already know the material. The teacher might ask two to four students to come to the front of the room to solve a problem, but the rest are "educational voyeurs," he says.
  • He suggests that each group have a student identified as a facilitator, recorder, and possibly, reflector, with those positions changing from project to project. After a group completes its work, the students can use the projector to share what they’ve learned with the whole class.
  • J.Randolph Radney on 26 Jan 10
     
    The article reinforces readings for the course, as well as providing suggestions for activities that would be collaborative (actually, the way they describe it is more cooperative because they specify roles, but we can "scrub 'round that bit", I'm sure.
Phil Taylor

- 154 Ways to Use Moodle - 10 views

www.techlearning.com/Default.aspx

Moodle use ways

shared by Phil Taylor on 02 Sep 11 - No Cached
  • 154 Ways to Use Moodle
J.Randolph Radney

EduDemic » 41 New Ways Google Docs Makes Your Life Easier - 2 views

edudemic.com/...le-docs-makes-your-life-easier

googledocs google docs google

shared by J.Randolph Radney on 12 Jul 10 - No Cached
  • J.Randolph Radney on 12 Jul 10
     
    Advantages of using Google Docs.
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
  • 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 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
  • 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).
Janet Bianchini

List of Best Ways to convert pdf word docs - 7 views

larryferlazzo.edublogs.org/...-to-convert-pdf-word-documents

web2.0 technology howto

shared by Janet Bianchini on 17 Jan 10 - Cached
  • Janet Bianchini on 17 Jan 10
     
    Some useful information from Larry Ferlazzo
J.Randolph Radney

TeachPaperless: 10 Ways to Help Students Ask Better Questions - 10 views

teachpaperless.blogspot.com/...-help-students-ask-better.html

shared by J.Randolph Radney on 08 Apr 11 - No Cached
  • The points students bring up are thought-provoking. However, I'm most impressed by the questions they ask one another. They clarify and ask follow-up questions. They make inferences. They ask connecting questions and critical thinking questions. It's a messy process, but it's beautiful messy. It's art.
  • As long as a question is respectful, I want students to question their world. This applies to analyzing mathematical processes, thinking through social issues, making sense out of a text or analyzing the natural world for cause and effect.
  • Three times a week, we do inquiry days, where students begin with their own question in either social studies or science and they research it, summarize it and then ask further questions. While my initial goal involved teaching bias, loaded language and summarization, I soon realized that students were growing the most in their ability to ask critical thinking questions.
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  • I require students to ask questions before, during and after reading.
  • Sometimes I'll ask a really lame question and then say, "Someone tell my why that question sucked?" or I'll ask a deeper question and say, "Why was that a hard question to answer?" The goal is to get them to see deeper questions and to also think about why a question is deep or shallow.
  • Feedback on questions: I highlight their questions in Google Docs and leave comments on their blogs with very specific feedback.
  • Some students have a really hard time with questioning strategies.
  • I teach students about inquiry, clarifying, critical thinking and inference questioning.
  • Students sometimes ask me questions. Other times they ask partners or small group questions. Still other times they ask the questions to the whole class.
  • Technology allows students to take their time in crafting a question while having access to the questions of their peers.
eabyasinfosol

9 Common Moodle Reports to Know for Multitenancy Moodle/IOMAD - LearnerScript - 0 views

learnerscript.com/-for-multitenancy-moodle-iomad

IOMAD Moodle Reporting Multitenancy LearnerScript Reports Analytics

shared by eabyasinfosol on 03 Mar 21 - No Cached
  • eabyasinfosol on 03 Mar 21
     
    Multitenancy Moodle and LearnerScript Multitenancy in Moodle Learning Management System (aka Moodle LMS) is a big deal in many aspects of eLearning. The reasons for that for medium to large organizations are obvious and lucid - bringing their individual companies' L&D under one umbrella LMS, with the least possible investment. For that reason, the cost-effective multitenancy Moodle paves the way for the easy control and dispensation of L&D to each company within it, without the interference of them one another. IOMAD, Workplace, and some Corporate LMSes are the best examples of multitenant Moodle platforms...
eabyasinfosol

11 Important Regular Tasks of Moodle Admin - Eabyas - 0 views

eabyas.com/-regular-tasks-of-moodle-admin

Moodle Administrator Tasks

shared by eabyasinfosol on 27 Dec 21 - No Cached
  • eabyasinfosol on 27 Dec 21
     
    The administrator role in Moodle learning management system (LMS) is one of the three default roles. And it's crucial; something like it's akin to the role of the captain in a ship, given the tasks the role performs. So, here in this blog post, we will focus our discussion on the important tasks (at least a few of them!)of a Moodle admin. By the way, this blog will be helpful (we hope so!) to those geeks who wanna take up the Moodle administration as their long-term career. Let's dive into the tasks of a Moodle admin straight away...
eabyasinfosol

Webinar: LearnerScript Lite for Moodle Analytics - LearnerScript - 0 views

learnerscript.com/...ript-lite-for-moodle-analytics

moodle webinar reports analytics LearnerScript

shared by eabyasinfosol on 16 Jun 22 - No Cached
  • eabyasinfosol on 16 Jun 22
     
    LearnerScript Lite is a light version of our LearnerScript. It's just been launched. And we're glad to introduce it to folks (=Moodle users like you!) across the globe. To those who come to know about LearnerScript for the first, it's Moodle reporting tool with advanced features. Kindly go to the website and see for yourself for more information In this webinar, we'll discuss the following points in brief on the light version. Agenda 1. Introduction to LearnerScript Lite 2. The features to help in your Moodle reporting 3. How the Canned Reports are useful! 4. Q & A Duration 20 minutes Date and Time 10:00 AM ET (7:30 PM IST) June 23, 2022 Let's catch up at the aforementioned time and see what this Moodle analytics tool has in store for you! By the way if you need a personal demo for your organization, kindly contact us to schedule it...
Dr. Nellie Deutsch

Moodle for Teachers (M4T) Hands-on Workshops for April & May - 4 views

Spring is a great time to follow old and new dreams. Mine has always been to teach online. Teaching online is a great way to make extra money or earn a living by creating your very own online cours...

Moodle for Teachers M4T Professional Development Integrating Technology

started by Dr. Nellie Deutsch on 09 Apr 12 no follow-up yet
J.Randolph Radney

Free Online Lesson Planbook Software for Teachers - 7 views

planbookedu.com

planbook lessonplans planning web2.0 education tools lesson teaching

shared by J.Randolph Radney on 07 Jan 12 - Cached
  • The Easier Way To Get Plans Done. Never struggle with lesson planning again. Your plans are available anywhere and are simple to create.
J.Randolph Radney

Digital Domain - Computers at Home - Educational Hope vs. Teenage Reality - NYTimes.com - 0 views

www.nytimes.com/...11digi.html

computers digital elearning

shared by J.Randolph Radney on 13 Jul 10 - Cached
  • MIDDLE SCHOOL students are champion time-wasters. And the personal computer may be the ultimate time-wasting appliance. Put the two together at home, without hovering supervision, and logic suggests that you won’t witness a miraculous educational transformation.
  • Economists are trying to measure a home computer’s educational impact on schoolchildren in low-income households. Taking widely varying routes, they are arriving at similar conclusions: little or no educational benefit is found. Worse, computers seem to have further separated children in low-income households, whose test scores often decline after the machine arrives, from their more privileged counterparts.
  • At that time, most Romanian households were not yet connected to the Internet. But few children whose families obtained computers said they used the machines for homework. What they were used for — daily — was playing games.
  • ...1 more annotation...
  • Catherine Maloney, director of the Texas center, said the schools did their best to mandate that the computers would be used strictly for educational purposes. Most schools configured the machines to block e-mail, chat, games and Web sites reached by searching on objectionable key words. The key-word blocks worked fine for English-language sites but not for Spanish ones. “Kids were adept at getting around the blocks,” she said. How disappointing to read in the Texas study that “there was no evidence linking technology immersion with student self-directed learning or their general satisfaction with schoolwork.” When devising ways to beat school policing software, students showed an exemplary capacity for self-directed learning. Too bad that capacity didn’t expand in academic directions, too.
  • J.Randolph Radney on 13 Jul 10
     
    This article was referenced in the M4T intermediate course recently.
J.Randolph Radney

Speedtest.net - The Global Broadband Speed Test - 1 views

www.speedtest.net

speedtest bandwidth speed tools broadband test network web

shared by J.Randolph Radney on 25 Jul 10 - Cached
  • J.Randolph Radney on 25 Jul 10
     
    Here is a quick way to see how your Internet speed is doing.
J.Randolph Radney

Teaching with Google Wave - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...24406

google wave teaching google wave profhacker GoogleWave education

shared by J.Randolph Radney on 28 Jul 10 - Cached
  • Wave is extremely powerful groupware, designed to facilitate the interactions of groups working together on projects—which turns out to be a pretty good description of many college classes.
  • Class notes project (10%): Over the course of the semester, you will compile a set of collaborative notes for the class, detailing the important issues from our readings, the main threads of our discussions, any questions that we raise that remain open, and so forth. You’ll use a combination of Google Wave and Google Docs for these notes, Wave for the initial notetaking and discussion and Docs for the final product. Each of you will serve as lead notetaker during at least one class session, though you’ll be expected to contribute to the collaborative notes for every class period.
  • A networked teaching lab: I teach most of my classes in a laptop-based lab, one that allows me to pull the computers out whenever I want to use them and tuck them safely away when I don't. This semester, I decided to use them every day, and invited any of my students who had their own laptops to bring them to class if they preferred working on them.
  • ...2 more annotations...
  • At the end of the semester, in conjunction with my course evaluations, I asked my students to assess their experiences with Wave—and to a person, they liked it. Several said that they appreciated the ways that seeing their classmates' notes as class discussion was happening clarified the discussion in process; a few noted that they liked being able to follow the wave from their dorm rooms if they were out sick; many said that they were grateful to be able to return to the notes in the days and weeks after that class session had ended.
  • What didn't work? I'd had the idea before the semester started that my students would "finalize" their notes in Google Docs and keep them stored for future use in our Google Group space. As yet, however, waves aren't easily exportable, even to other Google platforms; our class notes remain solely accessible in Wave. That said, all of the members of the class will have access to those waves as long as they keep their accounts, and the waves could continue to develop, should their authors be so inspired.
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?
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