Three approaches. Sesssion1. Learning by Spaced Repetition | LITFL: Life in the Fast Lane Medical Blog. Five Stage Model - Gilly Salmon. The Pedagogy Of John Dewey: A Summary. The Pedagogy Of John Dewey: A Summary by Steve Wheeler, Associate Professor, Plymouth Institute of Education This is number 7 in my blog series on major learning theories. My plan is to work through the alphabet of psychologists and provide a brief overview of their theories, and how each can be applied in education. In the last post we examined the work of Mihály Csíkszentmihályi on Flow Theory. In this post, we explore the work of John Dewey on experiential and interactive learning.
This is a simplified interpretation of the theory, so if you wish to learn more, please refer to the original work of the theorist. John Dewey is one of the giants in the history of educational theory, and it’s difficult to isolate one of his specific theories to discuss here. The theory and how it can be applied to education Reference Dewey, J. (2011) Democracy and Education. This post first appeared on Steve’s personal blog; The Pedagogy Of John Dewey: A Summary; image attribution flickr user listeup.
Learning Theories, Learning Models, Learning Theory Summaries - in Plain English! Blended Learning Essentials - Using your VLE for blended learning. Still wearing my 'L Plates', Moodle is a whole new concept to me which opens up such a world of possibilities that I cant wait to begin exploring! Following great support and encouragement from our LRC Teams, we've begun to utilise Moodle to offer learners a more engaging, interactive and flexible source for learning - accessible any time, any place, on any device.
Supporting learners with the process of progression - applying for University, UCAS, student finance, budgeting etc, are some of the topics we help learners to engage and interact with. We've used the Moodle to embed information, audio clips, videos, budget planners and eligibility checkers, links to UCAS, Student Finance and other websites for research and further study and even recipe ideas! In its early stages, it is mainly used as a more flexible, accessible platform to introducelearners to a range of resources to help expand their knowledge,experience and understanding of HE.
The Pedagogy of MOOCs. The Pedagogy of MOOCs May 11, 2013, 12:08 pm Filed under: Creative Commons, Innovation, MOOC, Open Educational Resources (OER) | Tags: Coursera, DS106, edX, Learning and Knowledge Analytics, NovoEd, OpenupEd, pedagogy, PLENK, Social Media & Open Education, Udacity There is a great deal of energy, enthusiasm, and change happening in today’s education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to create new forms of education.
Open Educational Resources (OER) (including open textbooks), Open Access, and Massive Open Online Courses (MOOCs) have all gained traction as significant drivers of education innovation. MOOCs in particular are stimulating widespread discussion around the potential to reach and serve hundreds of thousands of learners who would otherwise not have access to education.
All of these early MOOC’s were open to anyone to participate. Be as open as possible. Learning Theories. The Pedagogy of MOOCs. Introduction to communities of practice. The concept of community of practice has found a number of practical applications in business, organizational design, government, education, professional associations, development projects, and civic life. Organizations. The concept has been adopted most readily by people in business because of the recognition that knowledge is a critical asset that needs to be managed strategically. Initial efforts at managing knowledge had focused on information systems with disappointing results. Communities of practice provided a new approach, which focused on people and on the social structures that enable them to learn with and from each other. Today, there is hardly any organization of a reasonable size that does not have some form communities-of-practice initiative.
A number of characteristics explain this rush of interest in communities of practice as a vehicle for developing strategic capabilities in organizations: Government. Education. Associations. Social sector. International development. Five Stage Model - Gilly Salmon. New Schemas for Mapping Pedagogies and Technologies. In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect.
I will further argue that the current complexity of the digital environment requires us to develop 'schema' or approaches to thinking about how we can best harness the benefits these new technologies confer. The Tension between Web 2.0 and Education So my primary interest is to focus on the educational aspects of new technologies and in particular what might be appropriate 'schema' for describing the ways in which technologies are being used. Realigning New Technologies to Pedagogy A Pedagogical Framework for Mapping Tools in Use. About spiders, starfish and sharks.
You want to get rich? Well, this is the way to do it. Create a metaphor (it better be a good one of course). Apply it to businesses, Write a book about it. If you have a good metaphor, it will sell hundred thousands. Give workshops. You’re settled. Rubbish? The idea is simple and brilliant. Does it work? *Download this mind map from the following location: iMindQ – Starfish_Organisation. Is it really that simple? When Steve Jobs died, did it have effect on Apple, being a centralized organization? In reality things are always more complex than in a simple metaphor.
Listen. About the author Hans Buskes is a business consultant, marketing communications manager and mind mapper. The Neuroscience of Metaphors is like an Octopus… | Your Incredible Brain. Every time we focus our attention we’re making choices about how we fill our relatively limited working memory. Latest research indicates that there are about 4 chunks within our working memory that are filled and lost quickly, but before they slip away there’s a chance for them to integrate into our long term memory.
There are a range of ways this happens more effectively, and one of them is how those thoughts connect with our existing mental models. Barbara Oakley compared this process to an octopus. The octopus body sits in your forehead, just as working memory sits in your prefrontal cortex. Working memory is relatively fleeting, so it struggles to grip onto something by relating and connecting to your neural structures (your existing concepts and memories). Similarly, the octopus grasps out with it’s tentacles, searching for something to grab hold of. Metaphors help strengthen those gripping points.
That’s pretty handy… but wait, there’s more! What does this all mean? Sociocultural Theory. The work of sociocultural theory is to explain how individual mental functioning is related to cultural, institutional, and historical context; hence, the focus of the sociocultural perspective is on the roles that participation in social interactions and culturally organized activities play in influencing psychological development. While much of the framework for sociocultural theory was put forth by Lev Vygotsky (1931/1997), extensions, elaborations, and refinements of sociocultural theory can be found in writings regarding activity theory (Chaiklin & Lave, 1993; Leontiev, 1981) and cultural-historical activity theory (Cole, 1996; Cole & Engestrom, 1994).
Lev S. Vygotksy, a psychologist in Russia who began his work following the Russian Revolution of 1917, is most closely identified with sociocultural theory. Vygotsky, argued: “The social dimension of consciousness is primary in time and in fact. Instructional Implications. Use of New Technologies. Bain, R. Ball, D. Bhaba, H. Lee, C. The Impact Of Maslow's Hierarchy Of Needs In eLearning. Motivation is what fuels us. It is what drives us to achieve our goals and be our best selves.
It also happens to be a powerful tool in eLearning. In this article, I'll discuss the impact that Maslow’s Hierarchy of Needs has in eLearning, so that you can put its principles into practice in your next eLearning course. Maslow believed that individuals are all motivated by intrinsic factors, rather than tangible rewards or unmet desires. In his pursuit to discover what makes people truly “tick”, Maslow realized that we are all driven by very specific needs.
Regardless of our economic status or cultural background, every human being seeks to fulfill more basic needs before moving to the next. Maslow’s Hierarchy of Needs features five distinct levels. Maslow’s Hierarchy of Needs is a natural fit for eLearning, thanks to the fact that learners must first have their lower needs addressed before they become active and engaged participants in the eLearning experience.
Physiological Needs. Constructivism in learning. Constructivism is the label given to a set of theories about learning which fall somewhere between cognitive and humanistic views. If behaviourism treats the organism as a black box, cognitive theory recognises the importance of the mind in making sense of the material with which it is presented. Nevertheless, it still presupposes that the role of the learner is primarily to assimilate whatever the teacher presents.
Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with the teacher of creating ("constructing") new meanings. We can distinguish between "cognitive constructivism" which is about how the individual learner understands things, in terms of developmental stages and learning styles, and "social constructivism", which emphasises how meanings and understandings grow out of social encounters—see Vygotsky below.
In this sense, conversational theories of learning fit into the constructivist framework. RR216.pdf. The Good Teacher: Dominant Discourses in Teacher Education: Alex Moore: 9780415335652: Amazon.com: Books. The magic of a good science teacher | IOE LONDON BLOG. Sheila Curtis This year more than 35,000 students completed A-level physics. This not only represents a move towards meeting the need for a more scientifically literate population, it hit the Institute of Physics‘ 2014 target for increasing participation in the subject a year early. The increase represents a rise of 29.5% on the 2007 figure of 27,466 – a fantastic endorsement of the hard work of many teachers of physics.
Clearly science teachers are doing something right. What is it that expert teachers do? As a student teacher of science I remember the day when the department head in the practice school managed to enthral two classes of students with a lesson on the subject of π (pi) with no preparation. Whilst this may not fit with the modern day view of an outstanding lesson the skill shown by this experienced teacher was something never to be forgotten. There is some debate about the nature of knowledge an expert teacher possesses as opposed to that of an expert scientist.
Direct Instruction Definition. In general usage, the term direct instruction refers to (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the instructional process or instruction is being “directed” at students. While a classroom lecture is perhaps the image most commonly associated with direct instruction, the term encompasses a wide variety of fundamental teaching techniques and potential instructional scenarios.
For example, presenting a video or film to students could be considered a form of direct instruction (even though the teacher is not actively instructing students, the content and presentation of material was determined by the teacher). In addition, the basic techniques of direct instruction not only extend beyond lecturing, presenting, or demonstrating, but many are considered to be foundational to effective teaching. Debate. What is pedagogy? What is pedagogy? Many discussions of pedagogy make the mistake of seeing it as primarily being about teaching.
In this piece Mark K. Smith explores the origins of pedagogy and the often overlooked traditions of thinking and practice associated with it. He argues that a focus on teaching as a specialist role is best understood in other ways. Pedagogy needs to be explored through the thinking and practice of those educators who look to accompany learners; care for and about them; and bring learning into life. Teaching is just one aspect of their practice. Contents: introduction · the nature of education · pedagogues and teachers · the growing focus on teaching · the re-emergence of pedagogy · pedagogy as accompanying, caring for and bringing learning to life · conclusion · further reading and references · acknowledgements · how to cite this piece See also: Cultivating learning and possibility? The nature of education Our starting point here is with the nature of education. Didactics. Organization for Quality Education: The Myth of Ability. People who claim that they were born without mathematical ability will often admit that they were good at the subject until a certain grade, as though the gene for mathematics carried a definite expiry date.
Most people will also recall an unusual coincidence: that the year their ability disappeared, they had a particularly bad teacher. Perhaps more than in any other subject, in mathematics it is easy to turn a good student into a bad one in a very short time. The myths surrounding the subject encourage children to give up the moment they encounter any difficulty. As well, mathematical knowledge is cumulative: a child who misses a step in the development of a concept cannot go on. Based on my observations of hundreds of students, I predict that with proper teaching and minimal tutorial support, a grade 3 class could easily reach a grade 6 or 7 level in all areas of the mathematics curriculum without a single student being left behind.
What’s Possible? It is not because we are inhuman. A guide to intelligence (and heritability) for beginners | Sandra Leaton Gray. Over the next few weeks, I will be posting three articles up on this blog, as a short series. This series examines an important problem in education, and that is: how do we find out what individuals are capable of, and what they are learning?
I will look at three aspects of this problem. First of all, I will discuss assessing intelligence, then I’ll move onto assessing learning, and finally I will look at assessing aptitude. It’s quite ambitious to try to do this in blog posts, because these subjects fill entire library sections normally, but you really should see the posts just as a short introduction to each topic, a kind of taster. I’m going to start with a brief investigation into IQ tests. It’s widely recognised that measuring intelligence can be regarded as controversial, as it can be culturally specific. There has also been widespread use of another test, the British Ability Scales (BAS) (1979). So we have considered a number of IQ test materials and practices. Like this: Angles on learning, particularly after the schooling years. Learning theory: models, product and process. Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning | Blaschke.
Pedagogy-Wheel-1rtgga7.jpg (JPEG Image, 1498 × 952 pixels) - Scaled (68%) TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment. The_Open_University_Innovating_Pedagogy_2014_0.pdf. Bb_staffdev_intropedagogy_v1_3final.pdf. A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor | teachonline.ca. Strawbridge_web_2.pdf. Broadening the Circle of Critical Pedagogy | E. Wayne Ross.
Bloom's Taxonomy of Educational Objectives. Toward a common definition of "flipped learning" - Casting Out Nines. Constructive Alignment - and why it is important to the learning process | Higher Education Academy Engineering Subject Centre. Bloom's Taxonomy. Why educators can't live without social media. How to use TWITTER in Sport & PE.pdf. Learning Theory.html.