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in title, tags, annotations or urlopsound: free love, free music - 0 views
Free Technology for Teachers: Five Platforms for a Classroom Back-channel Chat - 1 views
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"Over the last month since I shared my positive experiences (here and here) of using a back-channel chat in my classroom, I've received quite a few questions about services that can be used for hosting back-channel discussions. The following are five free platforms that can be used hosting a back-channel chat."
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Viisi palvelua luokkahuoneen taustakanavaksi. Muitakin voisi mainita, kuten esim. BackNoise.
Successful Teaching: Blog Theft Part 2: A Learning Experience - 1 views
Networked Learning Design - Occasional rants - I was wrong: games ARE an alternative vision. - 0 views
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E-learning designers believe that people learn through "content". They assume that encountering content will lead people to change their behaviour. Games designers believe that people learn through "experience". They assume that having experiences - doing and feeling things - leads to change in behaviour. E-learning designers believe we must be "nice" to our learners in case they go away. They assume that the relationship between the course and the learner is a weak one so that if there's any significant challenge, the learner will give up. Games designers believe that we can challenge people and they'll stick with it. Indeed, it is progressive challenges that form much of the motivation for gamers. E-learning designers believe that we learn step by step (hence linearity, page-turning etc.). Game designers believe we absorb lots of things all at once (hence HUDs, complex information screens etc.). E-learning designers believe that learning experiences are emotionally neutral (in spite of all that's written about the importance of emotion in learning). Games designers always seek an "angle", an attitude.
The Innovative Educator: Don't force your child to fit in at school. Find a school to fit your child. - 0 views
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Get your child to a school that fits him or her…however you can.
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Personalize each student’s learning experience to meet their diverse and individual needs to the maximum feasible extent.
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Optimize a match between individual student learning needs, learning modalities, content and instructional resources through an algorithmic engine
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Transfer of learning - Wikipedia, the free encyclopedia - 0 views
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Type Characteristics Near Overlap between situations, original and transfer contexts are similar Far Little overlap between situations, original and transfer settings are dissimilar Positive What is learned in one context enhances learning in a different setting (+) Negative What is learned in one context hinders or delays learning in a different setting (+) Vertical Knowledge of a previous topic is essential to acquire new knowledge (++) Horizontal Knowledge of a previous topic is not essential but helpful to learn a new topic (++) Literal Intact knowledge transfers to new task Figural Use some aspect of general knowledge to think or learn about a problem Low Road Transfer of well-established skills in almost automatic fashion High Road Transfer involves abstraction so conscious formulations of connections between contexts High Road /Forward Reaching Abstracting situations from a learning context to a potential transfer context High Road / Backward Reaching Abstracting in the transfer context features of a previous situation where new skills and knowledge were learned
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"Transfer (of learning) research can be loosely framed as the study of the dependency of human conduct, learning or performance on prior experience."
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Siirtovaikutus, eli kuinka yhdessä kontekstissa opittu siirtyy käytettäväksi toisiin konteksteihin. Klassinen opetuksen ongelma, kuinka siirtovaikutus saadaan syntymään.
Learnlets » Engaging Learning - 0 views
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At core was an alignment between what makes effective learning practice, and what makes engaging experiences. Looking across educational theories, repeated elements emerge. Similarly with experience design. It turns that they perfectly align. If you recognize that, and can execute against it, your learning will be greater than the sum of the parts, and will both seriously engage and truly educate. Learning can, and should, be hard fun!
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Please, wherever you draw inspiration, however you figure it out, make more engaging learning. Align the elements of effective practice and the elements of engaging experiences, and make your learning rock. For your learners’ sake, please!
The Ed Techie: Using learning environments as a metaphor for educational change - 0 views
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In examining the current physical space Wesch (2008) asked students what a lecture hall ‘said’ about learning, in essence what were the affordances (Gibson 1979; Norman 1988) of the standard learning environment. They listed the following: To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
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These are obviously at odds with what most educators regard as key components in learning, such as dialogue, reflection, critical analysis, etc. They are also at distinct odds with the type of experience students have in the online world they inhabit regularly, particularly the social network, read/write web. These environments are characterised by User-generated content Power of the crowd Data on an epic scale Architecture of participation Network effects Openness
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TimeGlider: Web-based Timeline Software - 0 views
How can institutional processes better support flexible learning? - 0 views
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Validation processes that are agile and proportionate
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Enabling the use of net resources in education
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Marking processes that supports personalised coursework
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