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in title, tags, annotations or urlASEE PRISM - OCTOBER 2009 - TEACHING - 0 views
LTTO Episodes | COFA Online Gateway - 0 views
Plagiarism: is there a virtual solution? - 0 views
Writing learning outcomes - 1 views
Is Instant Assessment an Important Teaching Tool? | MindShift - 1 views
TEACHING TIPS - 5 views
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.
How might we confront the challenges of time and "the system"? - The Learner's Way - 0 views
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Two forces seem to present the most significant obstacle to educators hoping to achieve these illustrious goals for and with their learners. The first is time, the second is "the system". Together these two factors act as a bulwark to change; the constraints within which progress is able to occur but only to the point that it strikes against the seemingly immutable obstacles.
Towards a pedagogy for life-worthy learning - The Learner's Way - 0 views
Confronting the fear and challenge of a new curriculum - The Learner's Way - 1 views
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Our learners will never now a world where Digital Technologies are not the norm. Using solutions developed within this space and with this mindset is already their normal. Unless they are to be slaves to this technology we must also empower them to be creators of digital solutions. To do this we must begin with recognising the challenges that a curriculum built around mastery of Digital Technologies brings to our teachers and seek to understand the supports they require.
A stable foundation makes change possible - The Learner's Way - 1 views
Why engagement matters for learning - The Learner's Way - 1 views
Why we need to move our technology use beyond substitution - The Learner's Way - 1 views
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Mere substitution is not going to help our learners maximise the affordances of technology. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it.
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.
Lessons from Schrödinger's Cat - The Learner's Way - 0 views
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There are some ideas which seem to translate nicely into fields of thought far from their point of origin. These are ideas which shine a metaphorical light on concepts and allow us to develop a deeper understanding of that concept once we see it from a fresh perspective. Schrödinger's Cat is one such idea.
Wrapped in Cognitive Cotton Wool - The Learner's Way - 2 views
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?
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?
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