Research Online. Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009, 138p. ISBN: 978-1-74128-169-9 (online). Complete book available here - individual chapters below: Table of Contents Preface: While mobile technologies such as mobile phones, personal digital assistants (PDAs) and digital music players (mp3 players) have permeated popular culture, they have not found widespread acceptance as pedagogical tools in higher education. The purpose of this e-book is to explore the use of mobile devices in learning in higher education, and to provide examples of good pedagogy. The book begins with an introductory chapter that describes the overall project, its aims and methods.
The chapters and full text are arranged alphabetically by author below: Follow index Papers from 2009 2009 Art on the move: Mobility – a way of life, I. Main Page - Emerging Perspectives on Learning, Teaching and Tech. Creating a Place for Indigenous Knowledge in Education. Creating a Place for Indigenous Knowledge in Education: The Alaska Native Knowledge Network by Ray Barnhardt [To be published in Local Diversity: Place-Based Education in the Global Age, Greg Smith and David Gruenewald, eds., Hillsdale, NJ: Lawrence Erlbaum Associates (2005)] This chapter will describe a ten-year educational restoration effort aimed at bringing the Indigenous knowledge systems and ways of knowing that have sustained the Native people of Alaska for millennia to the forefront in the educational systems serving all Alaska students and communities today.
The focus will be on describing how Native people have begun to reintegrate their own knowledge systems into the school curriculum as a basis for connecting what students learn in school with life out of school. This process has sought to restore a traditional sense of place while at the same time broadening and deepening the educational experience for all students. Old Minto Cultural Camp Alaska Rural Systemic Initiative. Bloom's Taxonomy Blooms Digitally, Andrew Churches. 4/1/2008 By: Andrew Churches from Educators' eZine Introduction and Background: Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy.
This categorized and ordered thinking skills and objectives. Bloom's Revised Taxonomy In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. Bloom's Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) The elements cover many of the activities and objectives but they do not address the new objectives presented by the emergence and integration of Information and Communication Technologies into the classroom and the lives of our students.
Remembering Applying. Welcome to Universal Design Education Online. Universal Design Primer. A Primer on Universal Design (UD) in Education Dave L. Edyburn, Ph.D. The purpose of this web page is to provide a brief introduction to the applications of universal design in education (also known as: Universal Design for Learning). Links to additional resources are provided for teachers and administators interested in more information. Scroll down the page or click on the links in the interactive outline: I. II. III. IV. Monitoring new developments in UD I. A. The roots of universal design is found in accessible design of the physical environment. A second arena in which universal design principles have been applied is the field of web page design.
Most recently, the concepts of universal design have evolved in a new direction. B. Rather than thinking about disability as a distinct group of learners, CAST suggests it is more helpful to think about learners on a continuum. C. UD is an important framework for both research and practice. II. A. B. III. A. B. C. D. UDtemplate8.doc IV. A. Radical Constructivism Homepage. Kognition und Radikaler Konstruktivismus In: Artur P. Schmidt ENDO-Management - Entrepreneurship im Interface des World Wide Web - Release 3.0 Verlag Paul Haupt: Bern Stuttgart Wien 12 Dec 2003 Allefeld, Carsten (1997) Radikaler Konstruktivismus Unpublished manuscript.
[PDF] 16 Jun 1999 Andemicael, Adhanom Time in a quantum and relativistic universe: A new perspective on the relation between subjective time and physical reality Presented at the conference, Tucson III 23 Aug 1999 argues that subjective experience is the only context within which reality can possibly exist. Anderson, J. Beer, S. (1980) Preface to: Autopoiesis: The organization of the living In: Maturana, Humberto R. & Varela, Francisco J. (1980) Autopoiesis and Cognition, pp. 63-72. Benking, H. & Rose, J. This paper invites the exploration of common frames of reference, defined as both symbolic and real spaces. Benking, Heiner (2001) Spacial versus spatial (trilogy) KnowMap magazine 8/2001 06 Sep 2001 Bodner, G. Boeree, C. Bridge to Learning » Blog Archive » Vygotsky and Personal Learni. I have a 18 year old intern student, Jo Turner-Attwell, working for me. When I was in Vienna at the ECER conference, I left her the task of looking at Vygotky’s work in relation to Personal Learning Environments.
This is part of the research we are undertaking in the Mature-ip project. And here is her summary. Pretty good start I think! “Vygotsky died in 1934, almost a century ago, however his theories are becoming more relevant than they ever were during the course of his live. In particular the Zone of Proximal Development and the theories developed from this idea are more important than ever before. The zone of proximal development is the area between what an individual can achieve on their own and what they can achieve with assistance.
The method of scaffolding has been developed from Vgotsky’s theories. This links in well with the concept of Personal Learning Environments or PLEs. However this is only one area where I feel that Vgotsky’s theories are relevant. Constructivism in practice: the case for meaning-making in the v. 5.pdf (application/pdf Object)