Group items tagged

Clark introduces Cross, who in turn distinguishes pushed learning from pulled learning. Clark also provides a short bibliography of Cross's work.

"The posting below looks at principles for the design of learning communities (LCs).  It is from Chapter 2 - Preparing for Powerful Learning Communities, in the book, Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness, by Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Alisha Solan, and Andria Stokes."

"The overall goal of Making Learning Visible is to create and sustain powerful cultures of learning in and across classrooms and schools that nurture and make visible individual and group learning" (MLV Home, ¶3; retrireved 2010.07.22).

"The European Commission is seeking input on the promotion and validation of non-formal and informal learning. The implications of an EU-policy on this issue would be far-reaching, especially if it were to devise an accreditation initiative or  framework evaluating informal learning experiences (e.g., through those gained via open courses such as the ones offered by George Siemens, Alec Couros, Jim Groom, Stephen Downes, David Wiley, & Dave Cormier)." It will be interesting to follow this as a possible model for informal learning at SCoPE and other PD opportunities. Related to the "Evaluation Practices for Informal/Self-Paced Adult Learning" seminar: http://scope.bccampus.ca/mod/forum/view.php?id=1691

Where, how and when we learn is changing dramatically, and how we get recognized for what we learn is now changing, too. Our BadgeStack™ system is at the forefront of this movement. We're working with associations, conference planners, museums, schools, and companies to advance this learning revolution.

"Motivation and Adult Learning Online: Dec 1-17, 2010 Facilitator: Firat Sarsar What motivates adult learners in online learning environments? What are the barriers? How do we measure motivation? Motivation is both complex and multidimensional and there is a lot to explore during this seminar. We will look at the sources of motivation and what we, as educators, can do to support adults in meeting their learning goals."

Representation of a discussion paper by Ted Panitz (1996) distinguishing collaborative from cooperative learning, in which he argues: "Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal" (para. 2).

"Shared Thinking is a 'group-oriented generative learning environment.' It uses technology to create a space in which the diversity of views can be generated and then shared as a re-usable resource for learning and research."

"Learning & Knowledge Analytics 2011 - LAK11 - is an open course that will be offered from January 10 - February 20, 2011. LAK11 serves as an introduction to the growing field of analytics in teaching, learning, training, development, and organizational knowledge. "

The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and 'research-based disposition' towards teaching and learning.

"The focus of this Art of Teaching seminar will be Engaging Students in Inquiry Learning. Each week of this 3-week seminar will be launched with Art of Teaching: Engaging Students in Inquiry Learning videos and web conference in Elluminate. "

"Video is not being used enough in online learning in post-secondary education. When used it is often an afterthought or an 'extra', rather than an integral part of the design, or is used merely to replicate a classroom lecture, rather than exploiting the unique characteristics of video."

This page introduces findings from Meg Goodine's examination of numerous case studies in comparison with broader post-secondary electronic portfolio research. "While not a silver bullet, with careful planning and attention to key questions, there is strong evidence that eportfolios can help students more authentically demonstrate what they have learned and connect this learning to their lives beyond our institutions." (Abstract, ¶4, retrieved 2010.06.07)

from blog page corresponding to "a similar site... [created with] a dedicated, open source eportfolio application" (Eportfolios: Introduction, ¶1, 2010.01.05; retrieved 2010.06.07).

A LearnCentral "webinar with Wayne Mackintosh on designing an "Open Educational Resources" (OER) university and creating free learning for all students worldwide" (Event Details, Detail[ed] Description, ¶1).

The purpose of this seminar is to share, learn, and discuss strategies and current projects in the area of automating the instructional design process. With the explosion of web 2.0, rapid e-learning design, online simulations, and other modes of training, it seems the time is right to pull together a tool that can aid the instructional designer in fitting the right type of training for the given purpose of the instruction. Is an electronic performance support system (EPSS) for designers desirable, possible? What should be included as the focus of any automated tool to instructional design?

"This comprehensive collaborative learning workshop guide, developed from the ELI 2009 Fall Focus Session, contains a resource list and five workshop modules intended to reduce some of the extensive work involved in assembling the components and curriculum for such a program. Each of the modules contains topical guidelines, content, resources, and best practices, and each can be easily customized to fit the needs of your institution, department, or unit."

"Some of these apps are from companies that submitted promotional codes for my review, and some are my own finds that I am really enjoying, but all of them could find a place on your iPad, as they have on mine."\n\nvia @wlonline

"This is a story about a number of very different teachers working in very different contexts with one shared intent: To create powerful experiences for their students through systematic building of inquiry learning in their classrooms."

Wenger, Etienne; Trayner, Beverly; & de Laat, Maarten. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework [PDF]. Retrieved June 18, 2011, from www.social-learning-strategies.com/documents/Wenger_Trayner_DeLaat_Value_creation.pdf

During this two-week seminar we will explore digital badges from concept through to implementation. The seminar will focus on the possible pedagogies and technology required for implementing digital badges. We will also take a critical look at the current state of digital badges with discussion of the required and possible futures. If you have a few hours to read and discuss focused topics and participate in two mid-day webinars then please join is this lively learning experience focused on digital badges.