Group items tagged 2010 - Technology Enabled Learning & Teaching @ UNSW

Knowledge Workers and Corporate Learning Environments | E-Learning Curve Blog - 1 views

michaelhanley.ie/...23

paradigms workplace learning staffdevelopment professionaldevelopment

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Workplace Learning Paradigms Characterized | E-Learning Curve Blog - 1 views

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paradigms workplace learning staffdevelopment professionaldevelopment

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Moodle: e-learning's Frankenstein - 2 views

donaldclarkplanb.blogspot.com/...-e-learnings-frankenstein.html

moodle lms elearning TELT highereducation

shared by Robyn Jay on 10 Mar 10 - Cached

Moodle’s pedagogic pretensions A lot of rot is spoken about Moodle supporting a ‘constructivist’ approach to learning
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That was always a utopian dream. This Vygotsky-inspired babble is only really spouted by academics with too much time on their hands. It’s really just a standard collection of learning management tools with no real pedagogic innovation or intent. There’s nothing in Moodle that wasn’t, or isn’t, in other LMSs or VLEs if you will.
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Educationalists love to talk about learner-centric, constructivist models of learning but usually default back into a didactic, lecture-driven, ‘I teach-you learn’, behaviour. Stray too far from the current model and any LMS will collapse into a soup of collaborative connectivity
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Moodle I believe is just a tool. Pedagogy is not about a tool it is about the approach
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Learning in any LMS with the pedagogical constraints of process driven learning is about1. Storing & Access of information2. Communicate3. Evaluate4. Collaborate
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Creative Commons Use in For-Profit Company eLearning? : eLearning Technology - 1 views

elearningtech.blogspot.com/...commons-use-in-for-profit.html

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The State of The Internet on Vimeo - 1 views

vimeo.com/9641036

web2.0 stats vimeo technology web 2010 statistics

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The E-learning Ecosystem in organizations | E-Learning Curve Blog - 1 views

michaelhanley.ie/...17

staffdevelopment professionaldevelopment workplace learning paradigms elearning

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Robyn Jay on 10 Mar 10

"E-learning Ecosystem in Organizations"

<div class="cArrow"> </div><div class="cContentInner">"E-learning Ecosystem in Organizations"</div>

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A Holistic Approach to Workplace Competencies - 2 views

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staffdevelopment professionaldevelopment workplace learning paradigms

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Robyn Jay on 10 Mar 10

"A Holistic Approach to Workplace Competencies"

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E-Learning along the curve: knowledge workers learning needs | E-Learning Curve Blog - 2 views

michaelhanley.ie/...18

staffdevelopment professionaldevelopment workplace learning paradigms elearning

shared by Robyn Jay on 10 Mar 10 - Cached

Robyn Jay on 10 Mar 10

"E-Learning along the curve: adapting to knowledge workers learning needs"

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Design processes for teaching « The Weblog of (a) David Jones - 1 views

davidtjones.wordpress.com/...design-processes-for-teaching

instructionaldesign elearning pedagogy education learning instruction design

shared by Robyn Jay on 16 Mar 10 - Cached

Without question this design process should be informed by knowledge of pedagogy, but the process itself is worthy of description as there are differing options and perspectives.
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Reigeluth (1983) defines instructional design as a set of decision-marking procedures that, given a set of outcomes for student to achieve and knowledge of the context within which they will achieve them, guides the choice and development of effective instructional strategies.
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The learning theory used to inform instructional design has moved on from its behaviourist origins, moving through cognitivism, constructivism and slowly into connectivism.
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Models, such as ADDIE, are most useful in the systematic planning of major revisions of an existing course or the creation of a new course. However, traditional university academics spend relatively little time in systematic planning activities prior to teaching an existing course (Lattuca and Stark 2009). A significant reason for this is that academics are not often required to engage in the development of new courses or major overhauls of existing courses (Stark and Lowther 1988). The pre-dominant practice is teaching an existing course, often a course the academic has taught previously. When this happens, academics spend most of their time fine tuning a course or making minor modifications to material or content
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actual teaching and learning that occurs is more in line with the teacher’s implicit internalised knowledge and not that described in published course descriptions
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