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 on 22 Mar 10This 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
-
-
authentic problems and collaborate
-
Could they not also identify these - raise real issues for themselves and grapple with these within a supportive network
-
Define tasks and scenarios. Present design matrix in advance for comment/feedback and refine this over time based on experience
-
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
-
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.
-
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
-
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.
-
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.
-
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
-
-
Evaluation is a critical strategy within traditional learning environments
-
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
-
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.
-
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.
-
-
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.
-
breaking down barriers of access providing greater user control to share, create etc providing 'voice'
-
-
Tools are not objects of instruction.
-
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
-
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.
-
