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Robyn Jay

At MIT - The Slow Death of the Classroom Lecture - 0 views

www.openeducation.net/...death-of-the-classroom-lecture

pedagogy university highereducation constructivism instructivism trends L&Tunsw TELT elearning L&T

shared by Robyn Jay on 15 Jan 09 - Cached
  • Robyn Jay on 15 Jan 09
     
    The Slow Death of the Classroom Lecture
Robyn Jay

The Economist Debate on Social "Networking" - 0 views

www.zephoria.org/...the_economist_d.html

socialnetworking education pedagogy facebook myspace danahboyd L&Tunsw TELT elearning highereducation edtech

shared by Robyn Jay on 18 Mar 09 - Cached
  • Robyn Jay on 18 Mar 09
     
    The Economist Debate on Social "Networking"
Robyn Jay

Wikis: Pedagogical Potential - 0 views

www.profetic.org/...article.php3

web2.0 pedagogy wiki wikis_in_education L&Tunsw TELT elearning highereducation L&T

shared by Robyn Jay on 15 Jan 09 - Cached
  • Robyn Jay on 15 Jan 09
     
    Pedagogical Potential
Robyn Jay

Using learning environments as a metaphor for educational change - 2 views

nogoodreason.typepad.co.uk/...or-for-educational-change.html

change learning vle PLE LMS elearning technology pedagogy

shared by Robyn Jay on 11 Dec 09 - Cached
  • Robyn Jay on 11 Dec 09
     
    "Using learning environments as a metaphor for educational change"
Stephan Ridgway

IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 7 views

www.tltgroup.org/...seven.html

education pedagogy learningdesign siwd TELT

shared by Stephan Ridgway on 31 Jan 10 - Cached
  • Stephan Ridgway on 31 Jan 10
     
    by Arthur W. Chickering and Stephen C. Ehrmann 1996
Robyn Jay

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
  • 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.
  • 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
  • ...2 more annotations...
  • Moodle I believe is just a tool. Pedagogy is not about a tool it is about the approach
  • Learning in any LMS with the pedagogical constraints of process driven learning is about1. Storing & Access of information2. Communicate3. Evaluate4. Collaborate
Robyn Jay

Instructional Design for Sociocultural Learning Environments - 3 views

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

instructionaldesign elearning pedagogy education learning design instruction

shared by Robyn Jay on 16 Mar 10 - Cached
  • learning from experience and discourse
  • authentic problems and collaborate
  • 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
  • ...21 more annotations...
  • 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
  • Carrying on a dialogue tells the student that she/he is an equal member of the community.
  • Conversation, discourse, talking, chat, dialogue, exchange, banter, discussion, communication, dissertation, critique, and exposition
  • The activation of discourse is everything
  • applicable to their needs when they need them, motivating learning
  • 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
  • Learners are collaborators in the learning process and have an equal role in setting goals.
  • They make most of the decisions related to what to learn, how to study, and which resources to use.
  • Teachers pass on information to the learner. The clearer the information the more the learner will acquire.
  • Evaluation is a critical strategy within traditional learning environments
  • Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.
  • Insufficient learning or failure
  • Tools enable learners to contribute to the community.
  • learners who want to learn what they need as fast as they can to apply within their community of practice
  • Tools are not objects of instruction.
  • Scott Grabinger
  • Instructional Design for Sociocultural Learning Environments
Fiona Thurn

Pedagogy behind using Mahara - 1 views

acc.aub.edu.lb/...view.php

Mahara unsw TELT elearning highereducation L&T edtech

shared by Fiona Thurn on 27 Jan 11 - No Cached
  • Fiona Thurn on 27 Jan 11
     
    Page from University of Beirut devoted to teaching in Mahara.
Fiona Thurn

Planet Mahara pedagogy forum - 1 views

mahara.org/...view.php

Mahara unsw L&Tunsw TELT elearning highereducation L&T edtech

shared by Fiona Thurn on 27 Jan 11 - Cached
  • Fiona Thurn on 27 Jan 11
     
    Forum devoted to teaching in Mahara
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