Moodle: e-learning's Frankenstein - 2 views
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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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Organizing Stuff: This is the end of publishing - 7 views
An example of Moodle intro from 2003 ;) - 3 views
Moodle modules course - 1 views
Make your Moodle course look more like a web page - 13 views
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Interesting video on using the HTML block as a way of creating links to navigate through course topics - avoiding excessive scrolling.
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The navigation links on the left hand side are nice but for a completely new (for a learner) technical issue I would rather include the icons. Also, in Moodle 1.9.6 "Book" as a resource type was allowing for reaching the same outcome without complications of inclusing HTML blocks.
Learning happens everywhere - 2 views
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As we all know, learning is a fluid process that happens all the time, and there are many more metrics and much more data to capture regarding a learner’s experience which can inform and provide context to his or her learning environment.
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TinCan adapts the same logic to generate statements as and when an activity or action is performed by the learner. It creates statements in the form of ‘noun, verb, object’ – like a language – and stores them in a Learning Record Store (LRS) that can exist independently of an LMS.
Enhancing the power of our reflective practice - The Learner's Way - 2 views
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"We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
Rethinking Time to see Education as a Lifelong Journey - Lessons from Blueback - The Le... - 0 views
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Blueback is a beautiful metaphor for life and particularly of the life we live in schools. When looked at close up, with an eye on the details, the experience of school is one of passing and recurring cycles. When looked at from a distance, with an eye on the whole, there are elements of constancy, the throughlines which bring meaning to our experience and which have as their consequence the residuals of education.
Debating false dichotomies: a new front in the education wars - The Learner's Way - 1 views
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Sometimes, it seems everyone who ever went to school is an expert on education and has a plan to make it better. Actual teaching experience, years of professional learning and formal training are all easily swept aside. The result is an ongoing dialog around what schools should do, what teachers need to do more of or less of and how the academic success of the nation is linked to strategy x or y.
A stable foundation makes change possible - The Learner's Way - 1 views
Why might we want to learn Digital Technologies? - The Learner's Way - 1 views
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Understanding the "Why" of any initiative should be a key step prior to implementation. Without a clear understanding of our "Why" how are we to judge the success of what we are implementing. How will we know which steps take us in the right direction if we have no concept of why we are journeying. In our implementation of ICT (Information & Communication Technologies) and now Digital Technologies, a lack of clarity on the matter of "Why" has often been the most significant challenge to success.
Why we don't cook frogs slowly and other thoughts on change - The Learner's Way - 0 views
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The frog in the pot of boiling water in An Inconvenient Truth is a cinematic moment that has the desired effect. It is one of the moments from the film that the audience remembers long after the credits roll. I have often thought about how this metaphor applies to change and particularly the way that change operates in schools.
A pedagogy for Cultural Understanding & Human Empathy - The Learner's Way - 0 views
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How we see ourselves, how we describe ourselves reveals a great deal about how we see 'others'. In May of this year, speaking to the audience of the International Conference on Thinking, Bruno Della Chiesa invited us to consider how we might approach the question of "who we are?". In responding to such a question, what list of affiliations do we invoke to define ourselves?
Curiosity as the edge of knowledge phenomenon that drives learning - The Learner's Way - 1 views
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We are driven by curiosity. It is an innately human quality that has driven us to explore, ask questions, investigate, wonder why and search for a deeper understanding. In a very fundamental way curiosity is the driver of all self-directed learning. It is our desire to find out more, unlock new knowledge and answer our questions (big ones and little ones) that compels us to learn. Sir Ken Robinson famously and provocatively asked "Do Schools Kill Creativity?". The same question might be asked about curiosity.
Why we fear data and how our perception can change. - The Learner's Way - 0 views
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Data occupies a somewhat curious place within education. Mention it to teachers and you tend to get one of two responses. One group will roll their eyes and with great sarcasm how data is "so exciting". The other group responds with something akin to "actually I quite like data" indicating that experience has shown them that they are members of a small group. The question is why do some people find data to be a useful and fascinating tool while others see it as a good method for inducing sleep?
More than knowing the right answer - The Learner's Way - 2 views
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Being wise is about so much more than knowing the right answer. Indeed, it can be argued that knowing the right answer can be an obstacle to learning and understanding. As we move further into times where knowledge is ubiquitous and yet truth is increasingly hard to find, merely knowing the right answer can be an impediment.
Thinking in the Wild - Thinking routines beyond the classroom - The Learner's Way - 0 views
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Despite this being a 'thinking' conference, despite us all being advocates for structured and scaffolded models of thinking, not one group had applied any thinking routines, utilised a collaborative planning protocol or talked about applying an inquiry model or design thinking cycle. It wasn't that we didn't know about them. It wasn't that we don't know how to use them. It wasn't that we don't value them. We had all the knowledge we could desire on the how to and the why of a broad set of thinking tools and anyone of these would have enhanced the process, but we did not use any of them. Why was this the case and what does this reveal about our teaching of these methods to our students?
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