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Social Learning In Instructional Design: Practical Tips To Design Effective Collaborative eLearning Activities. The significant penetration of social media in our daily lives as well as the raise of corporate presence in them, without any doubt, make them ideal learning tools, a fact that instructional designers for eLearning cannot overlook.

Social Learning In Instructional Design: Practical Tips To Design Effective Collaborative eLearning Activities

In this article, I’ll present the different types of collaborative eLearning activities you may include in your instructional design for eLearning, and I’ll share some tips for designing collaborative eLearning activities that in practice I've found effective. Project-based Learning. Collaborative eLearning activities have been proven ideal for project-based learning. Depending on the instructional approach you follow, online project assignments may follow an inductive or a deductive approach. Thinking about theory and practice in online learning. Metacognition for Effective Online Learning - TalentLMS Blog. Metacognition is not as techy as it sounds.

Metacognition for Effective Online Learning - TalentLMS Blog

In fact, it has everything to do with the non-technical elements in eLearning. Metacognition is the knowledge about one’s own learning. It is the self-criticism that comes with conflict and argument. It is the evaluation and filtering out of old and new knowledge, measuring it with relevancy and accuracy and then internalizing it. It is also all about understanding how to learn effectively, in a limited amount of time, using strategies that are corrected over time. Metacognitive capabilities are either inborn, or are developed by incorporating certain features in the instructional design process. Simple! 1. 2. 3. Widen the range of skills in the course The real world setting offers unpredictable problems that require a range of skills to solve. Learners will need to employ their metacognitive capabilities in the real world to solve such multi-faceted problems.

A Dialogical Approach to Learning Technology Su... 35 Psychology-Based Learning Strategies For Deeper Learning. 35 Psychology-Based Critical Thinking Strategies by Sara Briggs, Have you ever considered letting your students listen to hardcore punk while they take their mid-term exam?

35 Psychology-Based Learning Strategies For Deeper Learning

Decided to do away with Power Point presentations during your lectures? Urged your students to memorize more in order to remember more? If the answer is no, you may want to rethink your notions of psychology and its place in the learning environment. Here are 35 critical thinking strategies, straight from the mind of Sigmund Freud. How To Build An Active And Collaborative eLearning Space? In my recent post I had been discussing ways of building flow in the eLearning course.

How To Build An Active And Collaborative eLearning Space?

There is some kind of contradiction when we think about this issue: As flow is a personal state of mind, it seems that it should be sought among learning activities that are being done on one’s own. On the other hand, peer-to-peer activities bring engagement and excitement, which seem necessary to reach the state of flow.

Asynchronous Learning

DIY Learning. I’m writing a book on learning for oneself, without training.

DIY Learning

It’s for knowledge workers and bosses who have been told “You’re responsible for your own learning.” I imagine they feel like the dog who got on the bus. “What do I do now?” Aha! Critical Thinking Model 1. To Analyze Thinking We Must Identify and Question its Elemental Structures Standard: Clarityunderstandable, the meaning can be grasped Could you elaborate further?

Critical Thinking Model 1

Could you give me an example? Could you illustrate what you mean? Standard: Accuracyfree from errors or distortions, true How could we check on that? Standard: Precisionexact to the necessary level of detail Could you be more specific? Standard: Relevancerelating to the matter at hand How does that relate to the problem? Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model. The Situated Cognition Theory, outlined by Brown, Collins, and Duguid in 1989, is centered around the idea that knowing is “inseparable” from actually doing and highlights the importance of learning within context.

Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model

In the same year, Brown, Collins, and Newman also developed the Cognitive Apprenticeship Model, in which they identified several teaching methods for learning within context. In this article, I’ll briefly explain the basic principles of both the Situated Cognition Theory and the Cognitive Apprenticeship Model and I’ll give you some tips concerning the practical application of each in eLearning course design. The Situated Cognition Theory is based upon principles related to the fields of anthropology, sociology and cognitive sciences.

Its main argument is that all knowledge that a learner acquires is somehow situated within activities that are socially, physically or culturally-based. 50 Alternatives To Lecturing. 50 Alternatives To Lecturing by TeachThought Staff Ed note: This post is promoted by SEU’S online masters in education programs.

50 Alternatives To Lecturing

SEU simply asked us to write about how learning is changing and the updated kinds of things teachers need to know, and to let you know about their program. So here we are. As teachers, when we lecture, we have the best of intentions. So explaining things isn’t “bad,” so how about beginning with some clarification. Everyone loves a story, and unless you’re awful, your students probably like you and want to hear from you.

Or in a “flipped classroom” setting where the “lecture” is designed to be consumed at the student’s own pace (using viewing strategies, for example). Activities for Integrating Learning. Connectivism: Learning as a Community - Designed:2:Learn. In a modern world where knowledge objects are ubiquitous and openly accessible, the roles of educators and learners must evolve to meet the growing needs of the resulting high-paced, digital society.

Connectivism: Learning as a Community - Designed:2:Learn

Connectivism is an emergent, net-enabled learning theory that suggests the most important result of a learning situation is the ability of the learner to make connections between distinct ideas using social capital and the affordances of digital networks. The process of learning, then, involves students creating personalized knowledge and identifying relationships between their own knowledge and the knowledge of others within a greater network. Steve Montague, fellow D:2:L blogger, likens Connectivism to a spider web; a continuously growing web that creates a strong physical (and in our case, mental) foundation.

The more connections in the web, the stronger it becomes. 6 Categories of Deeper Learning Skills for Education Leaders. Karen Cator Deeper learning is an umbrella term for the skills, understandings, and mindsets students must possess to succeed in today’s careers and civic life.

6 Categories of Deeper Learning Skills for Education Leaders

They must tackle challenging interpersonal issues of cross-cultural understanding and conflict resolution, and the urgent global issues of our time, such as availability of clean water and nutritious and affordable food, poverty, and climate change. Increasingly, schools are taking a lead role in supporting students as they develop the critical deeper learning skills to address these challenges.

Classroom teachers with expertise in deeper learning skills can more successfully orchestrate these experiences for their students. Experiential Learning Visually Explained for Teachers. Popular Learning Evaluation Models Infographic. Other Infographics. Tools for Project-Based Learning. Learning activities and working practices. FISh - a model for individual, pair and PBL gro... Learning Theories: Bandura's Social Learning Theory.

Learning Theories: Bandura’s Social Learning Theory by Steve Wheeler, Associate Professor, Plymouth Institute of Education.