Find training and coaching resources - Get Me Learning Resources. Review. Learning In The Future – Exploring Five Themes. Changing the Way We Teach: Making the Case for Learner-Centered Teaching. By: Maryellen Weimer, Teaching Professor Blog If teachers focus their attention on the learning experiences of students and make changes based on what we know about teaching that promotes learning: Students will understand more of what they are learning – When students interact with the content, when they speak about it and work with it, they make it their own and it becomes meaningful to them. It makes sense. They see why it’s important, why they must know it and how it fits with what they already know and still need to learn. Students will retain what they learn longer – When students are engaged and involved with the content, when they are really learning, as in understanding the material, they remember it longer. Changing the Way We Teach: Making the Case for Learner-Centered Teaching.
June 1, 2011 By: Maryellen Weimer, PhD in Teaching Professor Blog “Why should we change the way we teach?” A marketing professor asked with an honest gaze and a smile that bespoke sincerity. It was early in a workshop session just after I’d introduced the idea of learner-centered teaching and explained why students should be doing more of the learning tasks themselves. In a lot of ways the question links to one I recently asked myself: “Should I keep working on learner-centered teaching?” But then in January I decided I would look seriously at what’s been published since that book came out in 2002. If teachers focus their attention on the learning experiences of students and make changes based on what we know about teaching that promotes learning: Students will understand more of what they are learning – When students interact with the content, when they speak about it and work with it, they make it their own and it becomes meaningful to them. Free online templates, samples, examples, articles, resources and tools for business training and organizational development - free downloads.
Free diagrams - theories, processes, models (pdf) John Fisher's Process of Transition Diagram - revised Nov 2012 - pdf - colour/color - with Complacency stage - see Process of Transition explanation John Fisher's 2012 Process of Personal Transition diagram - pdf - see Process of Transition explanation The Psychological Contract 'Iceberg' Diagram - pdf - see Psychological Contract Theory notes TokPisin (for Papua New Guinea) version of John Fisher's Process of Transition diagram - pdf - (with thanks to Sharne Black of Ozi-K Ltd Papua New Guinea) - refer to Process of Transition explanation Spanish Version of John Fisher's Process of Transition diagram - pdf - (with thanks to Marcelo Rivadeneira for the translation) - refer to Process of Transition explanation French version of John Fisher's Process of Transition diagram - pdf - (with thanks to the Canadian International Development Agency for the translation) - refer to Process of Transition explanation Tuckman 'forming storming' diagram - pdf.
Learning Online Reflection: Learning is Not an Instructional Method. By Beth Knittle, BethKnittle.net An individual’s learning does not take place online, on a computer, in a library, or in a classroom for that matter. Learning takes place within the learner. The classroom, a learning management system, online resources, books, teachers and other learners are part of the learning environment but are not learning themselves. I continually hear that online classes are not as rigorous or as valuable as a face to face class. I have sat in some pretty useless face to face classes in my day, the same can be said for an online class or two. The delivery method of content is not as important as the content and instruction that is developed and shared.
A course should be evaluated on the content, instruction and supports for learning that are part of the class. Learning is Not an Instructional Method. Learning takes place within a learner it results in the change of the learners understanding and behavior. As toddlers we learn that fire is hot, and ice is cold. Those of us who watched A Christmas Story learned not to stick our tongue on a frozen flag pole. Though I am sure a few were inspired to try any way, they still learned the lesson.
Learning takes place all the time as we engage with our environment and each other. Recently I have been part of discussions surrounding ‘Online Learning’ some of these discussion take place at work, others among my PLN and a few more at Moodle Boot Camp. I have to say I do not like the term ‘Online Learning’ even less ‘eLearning’. I continually hear that online classes are not as rigorous or as valuable as a face to face class. Since learning is ultimately the responsibility of the learner, they should have a choice on what delivery and instructional methods works best for them.
8 Big Ideas of the Constructionist Learning Lab. Understanding How the Brain Thinks (Part 1 of 7) Understanding How the Brain Works For 21st century success, now more than ever, students will need a skill set far beyond the current mandated standards that are evaluated on standardized tests. The qualifications for success in today's ever-changing world will demand the ability to think critically, communicate clearly, use continually changing technology, be culturally aware and adaptive, and possess the judgment and open-mindedness to make complex decisions based on accurate analysis of information.
The most rewarding jobs of this century will be those that cannot be done by computers. For students to be best prepared for the opportunities and challenges awaiting them, they need to develop their highest thinking skills -- the brain's executive functions. Factory Model of Education Prepares for "Assembly Line" Jobs Automation and computerization are exceeding human ability for doing repetitive tasks and calculations, but the educational model has not changed. Climb high. George Siemens's blog: Ideas, collaboration, and innovation. It's always difficult to assess the trajectory and depth of change when you're in the middle of it.
I wonder if people in the industrial revolution, American/French revolutions - or even in the long, steady progress of the scientific revolution - were aware of what they were witnessing. Revolutions look so neatly packaged and defined, i.e. "the industrial revolution started with the development of... " when seen in reverse. In contrast, revolutions are experienced chronologically. The full weight or impact of specific innovations or new ideas are often not known for decades or centuries.
Since the early 1990's, I've heard a fair bit of hype around how the internet (and then the web, then web 2.0, now social media, and tomorrow "big data") would impact society and businesses. It is this stage - where new technologies change practice and changed practices in turn alter organizational structure - that fascinates me. Scottish Water reflects how dramatically roles are changing in companies. Social media & learning – note taking on steroids. With all this talk about social media and learning, we may be missing the essential benefit, which is simple note taking and the sharing of those notes.
Social media is notes on steroids. I’m a note taker, whether it’s at talks, conferences, in margins of books or thoughts captured in my notebook. On top of this I write the equivalent of notes on Twitter, Facebook and longer blog posts. It’s a lifelong habit. I’m therefore astonished, when giving keynotes and talks at learning conferences, to see learning professionals sit there and NOT take notes and worse have no means to take notes. In addition, articles on ‘learning how to learn’ or ‘metacognition’ often disappoint me, as they seem vague and lack the sort of direct advice that really does lead to a dramatic increase in retention. With this in mind I want to recommend something that I’d put at the top of any list. Why take notes? 1. 2. If you take notes AND review them, you do better on assessments (Kiewra 1989, 1991). 3. 4. 5. 6. 7.
Brunton. Конкурс 2011 - редактор электронных курсов CourseLab. Подведены итоги ежегодного конкурса на лучший электронный курс, разработанный с помощью редактора Courselab. Конкурс проводится компанией Websoft, разработчиком программного продукта Courselab в четвертый раз (см. итоги конкурса 2010, итоги конкурса 2009, итоги конкурса 2008). Главная особенность этого конкурса в том, что в нем участвуют работы, созданные непосредственно в компаниях для обучения своих сотрудников, а не заказанные внешним разработчикам. Оценка работ проводилась как членами профессионального жюри, так и клиентами Websoft, а также пользователями портала HRM.ru.
На конкурс было представлено 50 электронных курсов, разработанных в 27 компаниях Вы можете познакомиться со всеми работами представленными на конкурс, а также с их разработчиками, перейдя по этой ссылке Оценка проводилась по ряду критериев: Корректность формулировки целей и задач курса Соответствие используемых приемов оформления достижению целей и задач курса. Эксперты конкурса Результаты в номинациях приведены ниже. Что говорят эксперты конкурса Courselab. Вот, что говорят эксперты прошедшего конкурса на лучший курс, сделанный с помощью Courselab. Легко отметить, что профессиональные разработчики курсов стали более критичными чем в прошлые годы. Интересно - это связано с высокими ожиданиями непрерывного роста качества со стороны профессионалов или с раздражением от необходимости оценить 50 курсов :) Гришакова Наталия, Управляющий партнер компании «Амплуа», Руководитель центра аналитики и исследований Amplua Insights: «Мы с большим удовольствием приняли приглашение быть в составе жюри конкурса.
Эксперты компании Amplua принимают участие в конкурсе каждый год, и мы не можем не отметить растущее качество e-курсов. Результаты нашего ежегодного бенчмаркинга Trainings Index показывают, что 2011 год можно смело назвать годом e-learning. Ожидается рост использования электронного обучения в компаниях, а также рост качества e-learning решений. Коллеги по электронному обучению часто говорят, что хороший е-курс продает сам себя.
Момент второй. Bandura’s Social Learning Theory. CSU Resources Here are some resources you may find helpful from the workshop. When you are in the classroom or teaching online, you may want to find new and interesting ways to engage students. Here is a course titled How to Increase Learner Engagement which provides ten great ideas for breaking away from the lecture and working toward engaging […] Continue Reading → A conversation with GamEffective The other day I had a chance to have a conversation with Roni Floman of GamEffective. Continue Reading → Screening of an Innovative Film Locally If you are in or around the Bloomsburg area….You might be interested in what is below: I’m happy to announce our screening of a new documentary that takes audiences into three innovative public schools where students are taught HOW to think rather than WHAT to think.
Continue Reading → A Conversation with Brandon Carson The other day I had a chance to catch up with Brandon Carson who contributes to our industry in so many ways. Continue Reading → The International Review of Research in Open and Distance Learning. Ten Tips for Personalized Learning via Technology. At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it. (Sound familiar to you educators out there?) To challenge and support each child at his or her own level, the Forest Lake teachers and staff are deploying a powerful array of widely available digital-technology tools.
Each classroom is equipped with an interactive whiteboard and a Tech Zone of eight Internet-enabled computers. More important than the gadgets themselves, of course, is how the teachers use them to create personalized lessons and a productive environment where each child is engaged. 1. You now have at your fingertips far more than just the old standbys of words and still pictures. 2. 3. 4. 5. 6. 7. 8. 9. 10. Failure is an Option: Helping Students Learn from Mistakes. May 16, 2011 By: John Orlando, PhD in Teaching and Learning Failure is one of the best teachers. Most of what I learned about home maintenance I learned from my mistakes. The military understands the benefits of failure and actually gives soldiers tasks that they know will lead to failure at some point as a part of their training. But instead of using failure as a valuable teaching tool, education discourages it as, well, a sign of failure. One way to reverse this trend is by using gaming in education.
We must also rethink the purpose of grading itself. I asked him how this could square with this reputation for toughness. This story proves wrong the view that low grades are a sign of rigor. We learn to write by making mistakes and correcting our mistakes. Consider how to incorporate failure into your teaching in order to generate success. Feedback As usual, I encourage your comments, criticisms, and cries of outrage on the blog Recent Trackbacks [...] not the journey ahead. . [ . . . ] [...] International Journal of Digital Curation. Bonk's Last Principles of Instruction: A Baker's Dozen Plus One More... I have a colleague here at Indiana University (IU) who asked me for some of my teaching tips yesterday. We chatted on several of them over tea and a bagel at Panera. After reflecting on her question for a day, I just sent her the following 10 teaching tips. When combined they might help others...perhaps. Keep in mind that these are off the top of my head. Also note that they are also more focused on higher education teaching and adult learning than K-12, though many principles can be directly used or at least adapted for younger learners.
Bonk's Last Principles of Teaching/Instruction (I just made these up…therefore, they might just be called “Bonk.” And, before you start critiquing these, please keep in mind, I am just giving advice to a friend and colleague. 1. B. C. D. 2. B. C. D. 3. B. C. D. 4. B. C. D. 5. B. C. D. 6. B. C. D. 7. B. C. D. 8. B. C. D. 9. B. C. D. 10. B. C. D. As I said, I hope these help others think about their teaching. 11. B. C. D. 12. B. C. D. 13. B. C. D. 14. B. More Than a Dozen Ways to Navigate an E-Learning Course. A question I’m asked quite often is whether or not to offer instructions on course navigation. It’s a good question because while many courses do have instructions, sometimes they just don’t seem necessary. I addressed this in a previous post where I asked if you need instructions on how to use an elearning course.
In today’s post we’ll take a look at some real examples of how people have dealt with the course instructions. Examples of E-Learning Course Instructions When I was reviewing the recent Articulate guru submissions I was struck at the many different ways that people introduced their courses and how they offered navigation tips. Sometimes the best way to know what’s right for your course is to look at how others approach this. Perhaps these examples will prompt some ideas for your next course. The Interface Tour This is probably one of the more common approaches to course navigation. Click here to view the demo. Some client demand this type of introduction to the course. Tidbits: Long-Term Memory: A User’s Guide. Alternate Pedagogies and Experiences. Model of the Moment. Model of the Moment. Thoughts on How Education is Changing (Or Not) Before Our Eyes.
Critical Thinking Skills Are Critical – Education Vision Leadership. Could online learning spell the end of snow days? Could the internet spell the end of snow days? Learning Principles - Enhancing Education. Problematizing Critical Pedagogy. The International Journal of Critical Pedagogy. Problematizing Critical Pedagogy (pdf) Moving beyond self-directed learning: Network-directed learning. Evolving the E-Learning Experience for the 21st Century. Conveying Tacit Knowledge in eLearning. Assess Your Curriculum and Courses Using Harden’s Taxonomy of Curriculum Integration « Learning & Computing Education: Reflections and Ideation. Theory behind Mind Maps. Transforming Minds - Using Metaphors in eLearning.
#PLENK2010 Reflection on learning theories and practice. Beyond Superman to a New Model of Education. (1) Robert Gagne’s Instruction Design Model; “The Nine Events of Instru... #PLENK2010 Academic Achievement, Personalization of Education and Learning. Phaedrus » Blog Archive » Constructivism and Instruction. How Much Do People Forget? 50 Brain Facts Every Educator Should Know. The End of Theory: The Data Deluge Makes the Scientific Method Obsolete. (1) Hub DE summit Sydney. 100 Online Brainstorming Tools to Help You Think Outside the Box | Forensic Science Technician : Online Schools Guide. CCK08: What is a Learning Theory? TP Msg. #1074 What the Internet Is Doing to Our Brains | Tomorrow's Professor Blog. Webtool of the month--Popplet. What is cognitive load? MindMaps - English 2.0 Tools. Learning = adaptation.
Illinois Online Network: Educational Resources. A Taxonomy of Reflection: A Model for Critical Thinking. Student Bloggers Reflect on Learning. Students Reflect on Their Own Learning.