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Lyn Collins

Innovating Pedagogy 2013 | Open University Innovations Report #2 - 8 views

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    This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right.
John Paul Posada

Harvard, MIT to partner in $60 million initiative to offer free online classes to all -... - 3 views

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    Interesting experiment in online learning by Harvard and MIT. Towards the end of the article I can see potential for the use of either CPR, or our enhanced Workshop Moodle plugin for collaborative marking.
Niki Fardouly

Pedagogy - MoodleDocs - 1 views

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    * 1 Definition of Pedagogy
    * 2 Moodle in three short paragraphs
    * 3 Social Constructionism as a Referent
    * 4 How Moodle tries to support a Social Constructionist view
    * 5 Finding a balance
    * 6 Progression
    * 7 Where Moodle can do better and what we're doing about it
    o 7.1 Repositories and Portfolios
    o 7.2 Community Hubs
    o 7.3 Better interaction between tools
    o 7.4 Metadata and outcome statements
    o 7.5 Role-playing and scenario simulations
    * 8 What else would you like to see?
    * 9 Interesting links
Robyn Jay

Radical transparency: Open access as a key concept in wiki pedagogy - 1 views

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    "Radical transparency: Open access as a key concept in wiki pedagogy"
Robyn Jay

Instructional Design for Sociocultural Learning Environments - 3 views

  • 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 learners 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
Robyn Jay

Design processes for teaching « The Weblog of (a) David Jones - 1 views

  • 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.
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  • 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
Bronwyn Davies

New Pedagogies For The Digital Age - 5 views

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    Steve Wheeler, Fac of Ed, University of Plymouth
Stephan Ridgway

IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 7 views

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    by Arthur W. Chickering and Stephen C. Ehrmann 1996
Robyn Jay

Using learning environments as a metaphor for educational change - 2 views

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    "Using learning environments as a metaphor for educational change"
Robyn Jay

Insidious pedagogy: how course management systems impact teaching - 2 views

  • The buttons link to pages that simply provide a place to upload a document, which is exactly what most instructors do: upload word–processed files of their classroom materials. They are encouraged to “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment. Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.
  • Even after several years of working with the CMS, faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.
  • Morgan notes such improvement as a “side effect of the use of the software rather than a direct result of its use” [5] — those willing to play around with the features tend to discover new directions for their teaching.
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