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Steven Parker

10 TED Talks Perfect For the eLearning Industry - 0 views

elearningindustry.com/...ect-for-the-elearning-industry

tedtalsk elearning inspiring

shared by Steven Parker on 12 Nov 12 - No Cached
  • Steven Parker on 12 Nov 12
     
    "Does eLearning kill creativity? Bring on the eLearning revolution! What do you believe about open-source learning? What eLearning developers can learn from kids? Would you teach at the 100,000 student classroom? What have you learned from online education?"
Grant Casey

Learning Design Video on Vimeo - 1 views

vimeo.com/9521202

learning design

shared by Grant Casey on 19 Apr 10 - Cached
  • Grant Casey on 19 Apr 10
     
    This video forms part of the Open University's staff development 'Learn about' series
Jennifer Phillips

flickrCC - 0 views

flickrcc.bluemountains.net/...index.php

creative commons blue mountains net image free education attribution

shared by Jennifer Phillips on 28 Aug 12 - No Cached
  • Jennifer Phillips on 28 Aug 12
     
    Creative commons licensed pictures on flickr for educational purposes. bluemountains.net site has already sorted through the creative commons on flickr and formed a new site that includes all images that can be used for free with attribution. attribution is shown under the image. every time you open the page a new search word will be there. Just change the word to suit your circumstances
Robyn Jay

Instructional Design for Sociocultural Learning Environments - 5 views

www.ascilite.org.au/...grabinger.htm

instructionaldesign elearning pedagogy education learning design instruction

shared by Robyn Jay on 22 Mar 10 - Cached
  • Instructional Design for Sociocultural Learning Environments
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      This is a very useful paper to ground your thinking about PiE concepts. We can return to the paper throughout the course as we tackle specific topics
  • Scott Grabinger
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Follow in Twitter - twitter.com/sgrabinger
  • authentic problems and collaborate
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Could they not also identify these - raise real issues for themselves and grapple with these within a supportive network
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Define tasks and scenarios. Present design matrix in advance for comment/feedback and refine this over time based on experience
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Would be good to model the codified behaviours in a real context - Steven to do this in relation to current project (Moodle?)
  • ...21 more annotations...
  • learning from experience and discourse
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      within the TAFE teaching context, how do we enable authentic industry based discourse?
  • Carrying on a dialogue tells the student that she/he is an equal member of the community.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      In my experience really critical reflective thinking about our own practice is one of the hardest things to engender. Why? What type of environment must be in place to encourage this?
  • instruction that attempts to control the learner’s responses and environment
  • acquisition
  • learning goal is enculturation
  • Enculturation results from interactions among people, objects, and culture in a collective effort to solve problems, create products, or perform service
  • These kinds of designs are excellent for learning discrete bits of information, practicing simple and basic behaviors, building complex psychomotor skills, and learning to use applications or processes that require a narrow, prescriptive approach
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      In George's interview with Robin Good his emphasis is very much on "what does the technology enable me to do"? - what can I/ the learner DO with this tool?
  • Learners are collaborators in the learning process and have an equal role in setting goals.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      This is very important for PiE. We need to keep the structure loose enough and flexible enough to enable absolute relevancy for individuals
  • They make most of the decisions related to what to learn, how to study, and which resources to use.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      The question to keep asking as we go along is WHY? Too often tools and approaches are discounted without question. It is of course absolutely valid for an individual to reject an option but they should be able to justify their decision to their peers
  • Insufficient learning or failure
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      risk taking (within reason) as a valued strategy
  • Evaluation is a critical strategy within traditional learning environments
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Question to group - how do you assess/ evaluate an individuals contribution to the new paradigm of shared meaning making? What is a valuable contribution to a group wiki page for example - correcting a spelling error? improving the readability of content? adding an acknowledgement to unrefenced content? adding new content? providing feedback to a peer via the discussion page? How do we communicate this to learners? Is peer-assessment a viable option - how? Is a mark/grade needed to ensure participation?
  • Conversation, discourse, talking, chat, dialogue, exchange, banter, discussion, communication, dissertation, critique, and exposition
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Would you agree that the success of this is based on relationships and trust?
  • The activation of discourse is everything
  • applicable to their needs when they need them, motivating learning
  • Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      I think this is an important thing to focus on - it's about learning how to learn, understanding how we learn, acknowledging our strengths and our weaknesses
  • Teachers pass on information to the learner. The clearer the information the more the learner will acquire.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      clarity = wayfinding and filtering
  • This convergence of tools, practice, and theory enables teachers and students to discuss, plan, create, and implement unique strategies for providing instruction within a unique environment.
  • enablers
  • Tools enable learners to contribute to the community.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      breaking down barriers of access providing greater user control to share, create etc providing 'voice'
  • Tools are not objects of instruction.
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      This will only happen if the tools are absolutely easy to use and the user can quickly get on with the T&L task at hand. That isthe beauty of many of the most popular tools on teh open web such as FlckR or wikispaces - they are quick and easy to master yet offer very rich capabailities
  • learners who want to learn what they need as fast as they can to apply within their community of practice
    • Robyn Jay
      Robyn Jay on 22 Mar 10
       
      Not sure I like this comment. If as George Siemens says 'currency' is the most important aspect in learning (depending on subject matter of course) then any expectation of 'learning what they need' is fraught and in a way sets the learner up to fail. While there is a base level amount of info/ understandings for any field above all we need learners to know how to remain current in a state of flux via participation in networks.
Grant Casey

CompendiumLD learning design software - 0 views

compendiumld.open.ac.uk

learning design

shared by Grant Casey on 19 Apr 10 - Cached
  • Grant Casey on 19 Apr 10
     
    free software that can be help teachers to design their learning pathways. It seems simple but I get the feeling it would help teachers construct effective learning designs by making it easier to conceptualise what students need to do and what resources are used.
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