Skip to main content

Home/ Technology Enabled Learning & Teaching @ UNSW/ Group items tagged model

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Nigel Coutts

Thinking in the Wild - Thinking routines beyond the classroom - The Learner's Way - 0 views

thelearnersway.net/...-routines-beyond-the-classroom

thinking classroom learner routines education teaching learning

shared by Nigel Coutts on 17 Jun 18 - No Cached
  • Nigel Coutts on 17 Jun 18
     
    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?
Bronwyn Davies

http://www2.eit.ac.nz/effectivelearning.html - 0 views

www2.eit.ac.nz/effectivelearning.html

highered model learning teaching

shared by Bronwyn Davies on 25 May 10 - Cached
  • Bronwyn Davies on 25 May 10
     
    Eastern Institute of Technology - Hawke's Bay - NZ A model of effective learning developed by the teaching staff at the Institute
John Paul Posada

An Anti-Gravity User Interface - 4 views

www.universetoday.com/...an-anti-gravity-user-interface

highereducation MIT learning

shared by John Paul Posada on 18 May 12 - No Cached
  • John Paul Posada on 18 May 12
     
    Very interesting project with a potentially immense impact in the way we conceptualise physical models of just about anything..
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
Niki Fardouly

CIES - CETL(NI): Institutional E-Learning Services - 1 views

cetl.ulster.ac.uk/...index.php

TELTPD-2011 Course Design downloads

shared by Niki Fardouly on 08 Mar 11 - No Cached
  • Niki Fardouly on 08 Mar 11
     
    The CETL(NI) has developed a Hybrid Learning Model which can be used to describe learning activities as a series of understandable and universal set of learning events where the teachers and students experience and roles are clearly defined at each stage. The strength of this method is its transparency, use of plain English and its potential in breaking down effective complex learning activities into a generic, re-usable format so that good practice can be disseminated, reapplied and evaluated easily.
Bronwyn Davies

A vision for the future: Using technology to improve the cost-effectiveness o... - 3 views

www.tonybates.ca/...tiveness-of-the-academy-part-2

elearning highereducation

shared by Bronwyn Davies on 19 Oct 09 - Cached
  • Bronwyn Davies on 19 Oct 09
     
    Open universities as an alternative model
Nigel Coutts

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. 
Nigel Coutts

Thinking throughout the Inquiry Cycle - The Learner's Way - 0 views

thelearnersway.net/...g-throughout-the-inquiry-cycle

inquiry learning thinking education

shared by Nigel Coutts on 31 Jan 21 - No Cached
  • Nigel Coutts on 31 Jan 21
     
    If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.
Nigel Coutts

Are we there yet? Are we there? - The Learner's Way - 1 views

thelearnersway.net/...are-we-there-yet-are-we-there

learner agency education teaching learning thinking

shared by Nigel Coutts on 20 Jun 20 - No Cached
  • Nigel Coutts on 20 Jun 20
     
    This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".
Lyn Collins

Eight Brilliant Minds on the Future of Online Education - Eric Hellweg - Our Editors - ... - 0 views

blogs.hbr.org/..._brilliant_minds_on_the_f.html

education MOOC online learning

shared by Lyn Collins on 30 Jan 13 - No Cached
  • The advent of massively open online classes (MOOCs) is the single most important technological development of the millennium so far. I say this for two main reasons. First, for the enormously transformative impact MOOCs can have on literally billions of people in the world. Second, for the equally disruptive effect MOOCs will inevitably have on the global education industry.
  • In the United States, students don't get their money's worth
  • You have to ask yourself, 'What is the nature of education as a good?' Ideally you want it to be learning. But it also functions as insurance.
  • ...6 more annotations...
  • Things take longer to happen than you think they will and then they happen faster than you think they could.
  • ver the next few years the quality will improve.
  • A teacher in the future will become more like a mentor. The model of on campus education will be more about mentorship and guidance with research as an important factor."
  • "It's important to remember that we're not so good at understanding the subtleties of environments that make them attractive to people.
  • The working out of this will depend a lot on formulas for making it attractive and collaborative.
  • The technology gives us tremendous power to solve this stark problem all around us. We need to design these so no child is left out of this. What need to ask, what is education after all? We need to resolve that. What are we getting our young people ready for? It's for the purpose of our life.
Nigel Coutts

Inquiry Based Learning is dead, long live inquiry. - 0 views

thelearnersway.net/...ning-is-dead-long-live-inquiry

L&T

shared by Nigel Coutts on 30 Oct 14 - No Cached
  • Nigel Coutts on 30 Oct 14
     
    In the ebb and flow of educational theories and approaches to learning one can see many commonalities to the world of fashion. A good idea emerges, becomes mainstream, is appropriated by a wide number of educators who blend the essential elements into their methodology and over time the once good idea becomes an oversimplified or slightly misunderstood model of what it once was.
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
Fiona Thurn

E-Portfolio Strategy Models for Higher Education - Profile - 4 views

mahara.org/...artefact.php

unsw L&Tunsw TELT elearning highereducation L&T TELTPD-2011; Mahara

shared by Fiona Thurn on 16 Aug 11 - No Cached
  • Fiona Thurn on 16 Aug 11
     
    Profile view of this conference summary with accompanying documents in English and German. It includes a very nice symmary table of ePortfolio evaluations based on function and usability. Interestingly enough Pebble Pad and Mahara get equal scores.
Fiona Thurn

E-Portfolio Strategy Models for Higher Education - 2 views

mahara.org/...artefact.php

unsw L&Tunsw TELT elearning highereducation L&T TELTPD-2011; Mahara

shared by Fiona Thurn on 16 Aug 11 - No Cached
  • Fiona Thurn on 16 Aug 11
     
    Conference proceedings including implementation strategies and case studies.
1 - 20 of 21 Next ›
Showing 20▼ items per page