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

Moodle News - Converting static web pages to activities in Moodle - 1 views

www.moodlenews.com/...-your-moodle-with-grant_harbor

moodle lms TELTPD-2011 course design

shared by Kristin Turnbull on 28 Mar 11 - No Cached

Kristin Turnbull on 28 Mar 11

A video on how to clean up a Moodle course by changing a static web page (with a video and some notes) into an online activity without having to start from scratch.

<div class="cArrow"> </div><div class="cContentInner">A video on how to clean up a Moodle course by changing a static web page (with a video and some notes) into an online activity without having to start from scratch.</div>

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How might we confront the challenges of time and "the system"? - The Learner's Way - 0 views

thelearnersway.net/...llenges-of-time-and-the-system

challenges time system education teaching learning

shared by Nigel Coutts on 11 Nov 18 - No Cached

Nigel Coutts on 11 Nov 18

Two forces seem to present the most significant obstacle to educators hoping to achieve these illustrious goals for and with their learners. The first is time, the second is "the system". Together these two factors act as a bulwark to change; the constraints within which progress is able to occur but only to the point that it strikes against the seemingly immutable obstacles.

<div class="cArrow"> </div><div class="cContentInner">Two forces seem to present the most significant obstacle to educators hoping to achieve these illustrious goals for and with their learners. The first is time, the second is "the system". Together these two factors act as a bulwark to change; the constraints within which progress is able to occur but only to the point that it strikes against the seemingly immutable obstacles. </div>

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We've always done it that way - The Learner's Way - 0 views

thelearnersway.net/...weve-always-done-it-that-way

education Learning teaching why purpose understanding

shared by Nigel Coutts on 15 Apr 18 - No Cached

Nigel Coutts on 15 Apr 18

Experience shapes our understanding of the world and our responses to it. Our past influences our decision making and constrains our imaginations of what is and is not possible. Understanding this is a crucial step towards change; a first step towards discovering a better way to do things. Until we understand how our experience is limiting our imaginations we will continue to be restrained by the way things have always been done.

<div class="cArrow"> </div><div class="cContentInner">Experience shapes our understanding of the world and our responses to it. Our past influences our decision making and constrains our imaginations of what is and is not possible. Understanding this is a crucial step towards change; a first step towards discovering a better way to do things. Until we understand how our experience is limiting our imaginations we will continue to be restrained by the way things have always been done. </div>

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How might we prepare our students for an unknown future? - The Learner's Way - 0 views

thelearnersway.net/...students-for-an-unknown-future

students unknown future learner education technology

shared by Nigel Coutts on 23 Jun 19 - No Cached

Nigel Coutts on 23 Jun 19

How might we prepare our students for an unknown future? If we accept that we are living in times of rapid change and that the world our children will inhabit is likely to be very different from the world of today, or perhaps more importantly, different from the work our current education system was designed to serve, what should we do to ensure our children are able to thrive?

<div class="cArrow"> </div><div class="cContentInner">How might we prepare our students for an unknown future? If we accept that we are living in times of rapid change and that the world our children will inhabit is likely to be very different from the world of today, or perhaps more importantly, different from the work our current education system was designed to serve, what should we do to ensure our children are able to thrive?</div>

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Thinking and learning in the postnormal era - The Learner's Way - 0 views

thelearnersway.net/...learning-in-the-postnormal-era

thinking learning postnormal post truth education teaching

shared by Nigel Coutts on 01 Sep 19 - No Cached

Nigel Coutts on 01 Sep 19

We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners.

<div class="cArrow"> </div><div class="cContentInner">We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. </div>

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What if questions are the way to the solution - The Learner's Way - 0 views

thelearnersway.net/...ns-are-the-way-to-the-solution

questions solution learner what if education teaching learning

shared by Nigel Coutts on 29 Sep 19 - No Cached

Nigel Coutts on 29 Sep 19

Adults love to ask "What if...?" questions too. It is a model that can be a catalyst for change when used in the right way and when combined with some other questions.

<div class="cArrow"> </div><div class="cContentInner">Adults love to ask "What if...?" questions too. It is a model that can be a catalyst for change when used in the right way and when combined with some other questions. </div>

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Agency and Mathematics - The Learner's Way - 0 views

thelearnersway.net/...agency-and-mathematics

mathematics education learning thinking agency

shared by Nigel Coutts on 18 May 21 - No Cached

Nigel Coutts on 18 May 21

Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?

<div class="cArrow"> </div><div class="cContentInner">Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?</div>

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Bringing concepts to early learning in Mathematics - The Learner's Way - 0 views

thelearnersway.net/...-early-learning-in-mathematics

concepts learning mathematics teaching Early Years

shared by Nigel Coutts on 03 Nov 19 - No Cached

Nigel Coutts on 03 Nov 19

Our beliefs about mathematics play a significant role in how we approach learning within the discipline. These beliefs are established by the nature of our early engagement with mathematics and are difficult to change once established. For many people mathematics is viewed as a subject that is not for them. Indeed the situation is so bad that many people will say that they are not a maths person and approach mathematics with fear and anxiety.

<div class="cArrow"> </div><div class="cContentInner">Our beliefs about mathematics play a significant role in how we approach learning within the discipline. These beliefs are established by the nature of our early engagement with mathematics and are difficult to change once established. For many people mathematics is viewed as a subject that is not for them. Indeed the situation is so bad that many people will say that they are not a maths person and approach mathematics with fear and anxiety. </div>

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Assessment and Student Agency - Better Together - The Learner's Way - 1 views

thelearnersway.net/...student-agency-better-together

assessment student agency learning education voice choice

shared by Nigel Coutts on 29 Dec 19 - No Cached

Nigel Coutts on 29 Dec 19

As with many things in education, the outcome achieved will be a result of all that we do. Efforts to promote and empower student agency, voice and choice certainly falls into this category. We might have the best of intentions but unless each of our messaging systems align, we are unlikely to achieve success. So where do our efforts go wrong and what else might we change so that student agency is genuinely a part of our learning environment?

<div class="cArrow"> </div><div class="cContentInner">As with many things in education, the outcome achieved will be a result of all that we do. Efforts to promote and empower student agency, voice and choice certainly falls into this category. We might have the best of intentions but unless each of our messaging systems align, we are unlikely to achieve success. So where do our efforts go wrong and what else might we change so that student agency is genuinely a part of our learning environment? </div>

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Fostering a dispositional perspective of curiosity - The Learner's Way - 0 views

thelearnersway.net/...ional-perspective-of-curiosity

curiosity education learning thinking inquiry

shared by Nigel Coutts on 30 Nov 20 - No Cached

Nigel Coutts on 30 Nov 20

When we are young, we are naturally curious. We ask many, many questions. As we encounter the world, our consciousness is bombarded by a plethora of opportunities for curiosity. And at this early stage of exploring and discovering the world we inhabit, there is no filter between our sense of curiosity and our expression of our it. If we are curious, we will be asking questions and heaven help anyone close enough to be a potential source of answers. - At school, our relationship to both curiosity and inquiry changes.

<div class="cArrow"> </div><div class="cContentInner">When we are young, we are naturally curious. We ask many, many questions. As we encounter the world, our consciousness is bombarded by a plethora of opportunities for curiosity. And at this early stage of exploring and discovering the world we inhabit, there is no filter between our sense of curiosity and our expression of our it. If we are curious, we will be asking questions and heaven help anyone close enough to be a potential source of answers. - At school, our relationship to both curiosity and inquiry changes. </div>

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Dan Pink: How Teachers Can Sell Love of Learning to Students | MindShift - 0 views

blogs.kqed.org/...l-love-of-learning-to-students

learning teachers motivation students edchat

shared by Lyn Collins on 25 Jan 13 - No Cached

Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.
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are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.
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Pink said school superintendents rated problem-solving as the top capability they wanted to instill.
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...4 more annotations...
Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren’t necessarily obvious. And this is where students could benefit from educators — learning the process of identifying a problem.
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There’s something to be said for connecting particular lessons to something in the real world.”
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. Games have the potential to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic.
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To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”
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Lyn Collins on 25 Jan 13

A great post!

<div class="cArrow"> </div><div class="cContentInner">A great post!</div>

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Quality Matters - 1 views

www.qualitymatters.org

Change Management Quality Quality Assurance

shared by Niki Fardouly on 19 Sep 13 - Cached

Niki Fardouly on 19 Sep 13

quality assurance for online education

<div class="cArrow"> </div><div class="cContentInner">quality assurance for online education</div>

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A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor | teacho... - 0 views

teachonline.ca/...ange-post-secondary-educatio-0

online learning Blended Learning MOOC Pedagogy

shared by Niki Fardouly on 26 Jun 15 - No Cached

How Conceptual Metaphors are Stunting Web Innovation - 2 views

mashable.com/...conceptual-metaphors

metaphors metaphor conceptual documents concept web change

shared by Robyn Jay on 21 Jun 10 - Cached

Threshold concepts in research education and evidence of threshold crossing - Higher Ed... - 1 views

www.informaworld.com/...section

thresholdconcepts thresholdconcept

shared by Robyn Jay on 02 Jun 10 - Cached

A threshold concept is one that, once grasped, leads to a qualitatively different view of the subject matter and/or learning experience and of oneself as a learner. For example, in Cultural Studies it is suggested that 'Otherness' is a threshold concept as it changes the way learners understand themselves and their learning from different perspectives (Cousin, 2006).
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