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Lyn Collins

Lessons Learned from Vanderbilt's First MOOCs | Center for Teaching | Vanderbilt Univer... - 1 views

cft.vanderbilt.edu/...d-from-vanderbilts-first-moocs

MOOC principles learning

shared by Lyn Collins on 21 Aug 13 - No Cached
  • Lyn Collins on 21 Aug 13
     
    The lessons learned at Vanderbilt are consistent with lessons learned in other MOOCs offered elsewhere. The lessons include, briefly: Teaching online is a team effort. There's more to MOOCs than lecture videos. Open content is our friend The cognitive diversity seen in MOOCs is far greater than in closed courses MOOC students are well-motivated students Cognitive Diversity + Intrinsic Motivations = Crowdsourcing Success MOOC students can be producers as well as consumers of information Accommodating students on different time tables can be challenging Instructor presence is important, even in a MOOC Good stuff; good article.
Lyn Collins

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.
  • 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.
  • Pink said school superintendents rated problem-solving as the top capability they wanted to instill.
  • ...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.
  • There’s something to be said for connecting particular lessons to something in the real world.”
  • . 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.
  • 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.”
  • Lyn Collins on 25 Jan 13
     
    A great post!
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
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