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in title, tags, annotations or urlPainting the Clouds (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views
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shifting the administration of IT functions to external entities
Long Island Uni - Blackboard Guides - 2 views
Blackboard 9 @ USC - 2 views
How Twitter Will Change the Way We Live - TIME - 1 views
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the sum total of those tweets added up to something truly substantive, like a suspension bridge made of pebbles
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The technology writer Clive Thompson calls this "ambient awareness": by following these quick, abbreviated status reports from members of your extended social network, you get a strangely satisfying glimpse of their daily routines. We don't think it at all moronic to start a phone call with a friend by asking how her day is going. Twitter gives you the same information without your even having to ask.
The Innovation Prevention Department: Why? « The Weblog of (a) David Jones - 1 views
Questionmark - Try it out - 2 views
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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Design processes for teaching « The Weblog of (a) David Jones - 1 views
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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.
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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.
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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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