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Steven Parker

TPCK - Technological Pedagogical Content Knowledge - TPCK - 1 views

www.tpck.org/...index.php

learning design

shared by Steven Parker on 07 May 10 - Cached
  • Steven Parker on 07 May 10
     
    TPCK - Technological Pedagogical Content Knowledge
  • Steven Parker on 07 May 10
     
    A good diagram to included in PiE
Steven Parker

Everything you need to teach and learn online Part 1 Independence Everything you need t... - 0 views

www.blogger.com/comment.g

pie blackall learningdesign

shared by Steven Parker on 26 Mar 10 - No Cached
  • Steven Parker on 26 Mar 10
     
    Really enjoyed this, will use as a talking point in a learning design for TAFE \nteachers towards adopting these technologies, I'll be designing connecting and \nconstructivist actvities to encourage them to explore the use of the \ntechnologies you speak of in their teaching...with Moodle in the mix as an \naggregator and sense maker in the learning sequence.
Steven Parker

Moodle and learning design - Planning for a master class - 0 views

www.markdrechsler.com/?p=133

shared by Steven Parker on 06 May 10 - Cached
  • Steven Parker on 06 May 10
     
    TPK - Technological, Pedagogical, Content knowledge what PiE participants gain from participating in the course.
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.
Robyn Jay

TeacherTube - Teach the World | Teacher Videos | Lesson Plan Videos | Student Video Les... - 0 views

www.teachertube.com

teaching web2.0 resources teachertube technology education media mediasharing video

shared by Robyn Jay on 08 Apr 10 - Cached
  • Robyn Jay on 08 Apr 10
     
    Our goal at TeacherTube.com is to provide an online community for sharing instructional teacher videos. Upload your lesson plan videos or watch student video lessons at our website.
Robyn Jay

VoiceThread - Group conversations around images, documents, and videos - 0 views

voicethread.com/#home

voicethread web2.0 collaboration technology tools education audio presentation

shared by Robyn Jay on 08 Apr 10 - Cached
  • Robyn Jay on 08 Apr 10
     
    Transforming media into collaborative spaces with video, voice, and text commenting.
Robyn Jay

Jackie's Thoughts on Web 2.0: Teachers are Students & Learners Too - 0 views

squamishrocks.blogspot.com/...are-students-learners-too.html

teaching PLN networkedlearning professionaldevelopment staffdevelopment

shared by Robyn Jay on 22 Apr 10 - Cached
  • PLNs are learning opportunities that provide a way to move from professional development as a special event, such as a workshop or a once a year conference to “a continuous flow of learning” (Guhlin, 2009). There are many ways to develop a PLN, and many interactive and collaborative tools to use including twitter, nings, social networks, blogs, and social bookmarking sites like Diigo. A PLN becomes a “dedicated learning environment [which] is unique to each individual” and its efficacy depends on how much or how little you chose to share and learn from other individuals in your PLN (Kapuler, 2009).
  • “Technology allows us to reach out and build communities based on resonance and commonality”
Julie Collareda

Principles of Instructional Technology - 0 views

susanlucas.com/...instructivism.html

instructivism theory instructional design

shared by Julie Collareda on 25 Apr 10 - Cached
  • Julie Collareda on 25 Apr 10
     
    Good overview of instructivism.
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