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djplaner

Me as a teacher | The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...me-as-a-teacher

spta teacher

shared by djplaner on 06 Aug 14 - No Cached
  • Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
    • djplaner
      djplaner on 06 Aug 14
       
      Using ideas/principles from other sources
  • rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
    • djplaner
      djplaner on 06 Aug 14
       
      MOre from other resources
  • you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
    • djplaner
      djplaner on 06 Aug 14
       
      Some evidence of using principles/literature to understand what is going on (i.e. my reflections on my own approach)
  • ...7 more annotations...
  • . For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
    • djplaner
      djplaner on 06 Aug 14
       
      Some identification of future plans. Arguably fairly light on and not fleshed out in details, but probably appropriate for this post's purpose
  • is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
    • djplaner
      djplaner on 06 Aug 14
       
      More NGL principals.
  • Just how much is needed?
    • djplaner
      djplaner on 06 Aug 14
       
      A question to consider into the future - future planning
  • n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
    • djplaner
      djplaner on 06 Aug 14
       
      Building on Brendon's post. Pointing to some insights which suggest some limitations of an aspect of what he was talking about.
  • Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
    • djplaner
      djplaner on 06 Aug 14
       
      Making a connection to another participants post. Agreeing with it, linking it to what I'm doing
  • What do I want to do?
    • djplaner
      djplaner on 06 Aug 14
       
      All of the following really starting to talk about what I'd like to do.
  • Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
    • djplaner
      djplaner on 06 Aug 14
       
      Using the literature as part of my planning
  • djplaner on 06 Aug 14
     
    My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
  • laurac75 on 05 Sep 14
     
    Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
Brendon Willocks

4 Ways Technology is Changing How People Learn - 1 views

www.edudemic.com/y-is-changing-how-people-learn

nglpeople

shared by Brendon Willocks on 15 Aug 14 - No Cached
  • Brendon Willocks on 15 Aug 14
     
    I really like the Infographic on this page. 4 ways tech is changing how we learn: 1. We're moving from individual learning towards more collaborative learning 2. We're moving from more passive learning to active learning 3. Differentiated instruction and personalized learning are becoming more popular 4. We're becoming multitaskers more than ever before
  • mari marincowitz on 16 Aug 14
     
    Thanks for sharing Brendon! (finally, I've managed to comment in Diigo... silly as it may seem, it took me a bit of time to figure this out!) Anyway, I also like the graphics on this poster. I've experienced first hand how tech is changing the way we learn and teach. At my school, we are being challenged all the time to redefine our teaching instead of just using technology as a substitution for traditional tools. I'm sure you're familiar with Dr. Ruben Puentedura''s SAMR model (Substitution, Augmentation, Modification and Redefinition). I did a video on how that model applies to my own teaching and learning. http://youtu.be/nMZ2kuQQ7Qc Cheers, Mari
ollie1

Chapter 3. A Typology of Social Forms for Learning - 5 views

teachingcrowds.ca/...y-of-social-forms-for-learning

shared by ollie1 on 07 Aug 15 - No Cached
  • In brief, the evolved form illustrates three kinds of aggregation of learners in either formal or informal learning: groups, networks, and sets. We originally conflated sets with a further emergent entity that is not a social form as such, which we have referred to as the collective
  • the tutor can respond directly to questions, adapt teaching to the learner’s stated or implied reactions, and the learner can choose whether to intervene in the course of his or her own tuition without contest with others (Dron, 2007
  • one-to-one dialogue represents an “ideal” form of guided learning, at least where there is a teacher who knows more than the learner and is able to apply methods and techniques to help that learner to learn
  • ...4 more annotations...
  • t continues to play an important role in network forms of sociality because of the essentially one-to-one edges between nodes that lead to what Rainie and Wellman (2012) refer to as “networked individualism”—
  • However, one of their defining characteristics is that their members are, in principle and often in practice, listable.
    • djplaner
      djplaner on 07 Aug 15
       
      For me, this category is where all of Riel and Polin's (2004) types of community fit. The notion of community (as per Riel and Polin) doesn't capture the full set of possibilities that are observable on in netgl
  • People may be unaware that they are part of a set (e.g., people with a particular genetic marker), or they may identify with it (e.g., people who are fans of football or constructivist teaching methods).
    • djplaner
      djplaner on 07 Aug 15
       
      In my context "as teacher" - helping other academics learn how to learn online - the Set may be one of the missing considerations in staff development. i.e. all of those people teaching huge first year university courses could be said to belong to a set. Yet there is - at least at my institution - very little sharing/engagement/learning within this set. Most of it occurs within their group (e.g. the school of education) even though chances are that someone teaching a large first year education course has more to learn from someone teaching a large first year accounting course than from someone teaching a Master of Education course with 12 people in it.
  • Group-oriented systems tend to provide features like variable roles, restricted membership, and role-based permissions. Network-oriented systems tend to provide features like friending, linking, and commenting. Set-oriented systems tend to provide tools like topic- or location-based selections, tags, and categories.
    • djplaner
      djplaner on 07 Aug 15
       
      The design of the technology you use can be very important. Trying to create network learning with a group learning tool (e.g. Moodle) can be difficult. One of the reasons why this course has moved to using an open blog, rather than Moodle.
  • djplaner on 07 Aug 15
     
    Chapter from the Dron and Anderson book that expands upon the "group, networks and collectives" paper (by Dron and Anderson) from week 3
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