Group items tagged

Why new media pathways should be valued for scholarly publishing.

Wonderful example of giving learners agency. Intermediate age kids on an induction day. 180 kids, no teachers!

"The educational thought experiment I wish to undertake concerns curriculum. Not the specific content of curriculum, but the idea of curriculum, what any curriculum is, regardless of subject. Like Copernicus, I propose that for the sake of better results we need to turn conventional wisdom on it is head:  let's see what results if we think of action, not knowledge, as the essence of an education; let's see what results from thinking of future ability, not knowledge of the past, as the core; let's see what follows, therefore, from thinking of content knowledge as neither the aim of curriculum nor the key building blocks of it but as the offshoot of learning to do things now and for the future."

digital age learning Andragogy is outdated step up to heutagogy and paragogy

"Discussion design and facilitation has an indispensable role in online education and is dependent on the development of carefully crafted questions."

More Goodness from DBC on how we learn has changed but not the way we teach.

A long post on why "Coursera is silly"

Jackie Gierstein explains Education 1.0, Education 2.0 and Education 3.0 in terms of pedagogical frameworks and how the Internet is used for each framework.

"The DUCKLING project - funded by JISC - at the University of Leicester develops advanced delivery, presentation and assessment processes to enhance the work-based learning experience for students studying remotely."

"Why aren't students watching lectures on their own, at their own pace, in their dorms? Why aren't we using the 300-person gathering at 10 a.m. every Tuesday and Thursday as an opportunity for active peer-to-peer instruction rather than a passive, one-size-fits-all lecture?"

What do we need for adults to learn? A set of short 'laws' to help us think about enabling learning exepiences.

"Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught.". From 2008.

Description by Grainne Conole of mapping eLearning tools or initiatives to pedagogical frameworks.