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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

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.
  • 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.
  • The learning theory used to inform instructional design has moved on from its behaviourist origins, moving through cognitivism, constructivism and slowly into connectivism.
  • ...2 more annotations...
  • 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
  • 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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