Course: Mobile Learning. Course: "Development of thinking skills" - the course site for all. Course Objectives: To appreciate how problem solving can be improved by utilizing thinking algorithms, as a main tool for generating innovations in many aspects of our lives. To understand the methods used for solving conflicts and improve our decision-making process in our everyday activities.To effectively evaluate and carry out problem-solving by understanding conflicting demands, use suitable thinking tools and choosing the ideal solution. Course description: This one-year elective module will focus on the thinking algorithms and their use in different fields of interest as: engineering, science, marketing, management, natural systems, storytelling, films, war strategies, games and toys, humor, and crime mysteries. The module will be taught in English at 9 academic institutions both in and as a part of the EFA-TEMPUS project: Students exchange program, projects and conferences:
Www.washington.edu/doit/Brochures/PDF/instruction.pdf. About UDL. Universal Design for Learning in the Classroom: Practical Applications. Tracey E. Hall, PhD, is Senior Research Scientist at CAST, a not-for-profit research and development organization whose mission is to improve education for all learners through innovative uses of multimedia technology and contemporary research in the cognitive neurosciences. Dr. Hall has more than two decades of experience in the areas of curriculum-based measurement, teacher professional development, special-needs instruction and curriculum design, progress monitoring, and large-scale assessments. She has been a special education teacher, consultant, administrator, and university professor. Anne Meyer, EdD, a clinical psychologist, is Chief of Education Design and Co-Founder of CAST. David H. Contextual Learning. Contextual Learning According to Hull's (1993) definition of contextual learning, learning occurs only when learners connect information to their own frame of reference: Karweit (1993) defines contextual learning as learning that is designed so that students can carry out activities and solve problems in a way that reflects the nature of such tasks in the real world.
Research supports the effectiveness of learning in meaningful contexts (Carraher, Carraher & Schleimer, 1985; Lave, Smith & Butler, 1988). Resnick (1987) points out that schools emphasize symbol manipulation and abstraction instead of the contextualized learning that is used in the world outside of school. She says the problem is that the symbols are detached from their real-world referents. For further information, refer to contextual learning (National School-to-Work Learning and Information Center, 1996a). info@ncrel.org Copyright © North Central Regional Educational Laboratory. Www.uvm.edu/~slathem/inquiry/framework_ownership. 1. Action-inquiry, work-focused learning | A Pattern Language for action-inquiry, work-focused learning. Picture Introduction Based on the Ultraversity Project, this collection of patterns identifies the key innovations developed to teach an undergraduate programme of some 300 student researchers, supported entirely online and having collaboration between learners as a central component.
The Essence of the Problem To widen participation in HE for those who current provision does not fit. The Problem in Detail How to provide a highly personalised, collaborative experience that is supported through online communities and that has authentic work-focused learning for student researchers who wish to study at a full-time rate whilst working full-time with the aim of improving the work that they do. Developing a combination of pedagogical approaches, which together provide a different route for academic study and appeal to people who are committed to their work and for whom current university provision does not fit.
The Solution Assessment for learning Exhibition for dissertation Internet infrastructure. Inquiry learning rubric. Inquiry assessment rubric. Inquiry learning / Effective pedagogy / Media gallery / Curriculum stories. Vic Hygate, Windsor School, Christchurch The biggest difference for me as a teacher with ‘inquiry’ is it’s that shifting your students from knowing about their world to understanding their world - and understanding is so much more than knowledge! If I think about my own life, I studied French at high school and I passed French exams. But recently I've been to France and I've actually had to use French and that's actually given me a whole different understanding of the French language - and how much I knew and how much I didn't. Whereas, when I did it in an exam it was a little bit different. So inquiry for me is the way I get my children to move from knowing into understanding.
I think the biggest thing I've learned over the last couple of years is for an inquiry to be really meaningful it actually has to hook your children in right from the start, and it needs to be relevant to their world. There's two ways that I tend to frame my inquiries. Www.galileo.org/research/publications/rubric.pdf. Web 2.0 : Dimensions of learner experience « Art of Learning.
The Web 2.0 is a powerful teaching resource as it encompasses the playful, expressive, reflective and exploratory aspects of knowledge building. Web 2.0 is an umbrella term for internet applications which support internet-based interaction between and within groups (social networking, wikis, folksonomies, virtual societies, blogging, multiplayer online gaming and ‘mash-ups’).
These applications are built around the collaborative creation, acquisition and sharing of content amongst a communities of users. The educational benefits of Web 2.0 are derived from the readability / writeability of the web, where users can easily generate their own content as well as consume content produced by others. When directed at learning, Web 2.0 impacts on four principal dimensions of learner experience. Collaboration: Web 2.0 offers educators a set of tools to support forms of learning that are highly collaborative and more oriented to the building of classroom communities. Ww.kingscourt.co.uk/openup/chapters/033520337X.pdf. Context and Problem Based Learning. HE STEM Context and Problem-Based Learning. Context- and Problem-Based Learning (C/PBL) aims to increase students' engagement with the subject by delivering courses which are based upon real-life applications of the principles, techniques and experiments students encounter in their undergraduate courses.
As part of the HE STEM Programme, the RSC aims to increase the provision of C/PBL and develop further resources in this area. These tried-and-tested C/PBL resources provide the opportunity to enhance students' employability skills by fostering the development of transferable skills valued by employers such as communication, team working and problem solving. The case studies are clearly contextualised, covering the areas of forensic science, pharmaceuticals, environmental science and industrial chemistry. Each resource contains all of the information required for delivery, practical guidelines and suggested modes of assessment. Year 1 Undergraduate New Drugs for Old Year 2 and 3 Undergraduate A Dip in the Dribble The Pale Horse. Curriculum enhancement and innovation | National Higher Education STEM Programme. Case Studies | National Higher Education STEM Programme. Seeing the bigger picture through context-based learning. Authors W. Trimmer, K.
Laracy and M. Love-Gray, Whitireia Community Polytechnic Contents Abstract Context-based learning (CBL) is seen as a potentially transformative tool for building the capability, creativity and skills of critical analysis in the professional (Alavi, 2005; McMillan et al., 2007). Background Context-based learning (CBL) provides an alternative to the more traditional lecture approach to teaching. The process of CBL involves students being provided with a scenario, and undertaking a student-led process of hypothesising, which ultimately results in the development of the students’ own learning needs. Figure 1: The CBL Process CBL as an inductive method of teaching and learning includes trial and error in the classroom, and group discussion is seen as a powerful enhancer of learning (Prince & Felder, 2007).
Planning CBL in the classroom setting requires educators to develop learning packages, ensuring that all content and learning outcomes are covered in the curriculum. Context based learning: A role for cinema in science education | Agnaldo Arroio. Science Education International Vol.21, No.3, September 2010, 131-143 Context based learning: A role for cinema in science education Agnaldo Arroio University of São Paulo, Brazil Abstract This paper discusses the role of cinema as a tool for science education. Keywords: Audiovisual, context based, teacher’s formation, ICT,interdisciplinarity, Innovation. Introduction We live in a period of very rapid growth in scientific knowledge, much of which isquickly utilized in the creation of new technology. Context based learning: A role for cinema in science education | Agnaldo Arroio. Instructional Design Approaches. Instructional design and e-learning - Epic_Whtp_learningdesign.pdf.