Jaycross (jaycross) Teaching strategies. If you have dropped into this Course Design Tutorial from somewhere else, you might wish to start at the introduction, overview, or table of contents. If you are working through the tutorial, you should have completed Part 2.1 before beginning this section.
At this stage of the tutorial, you have set overarching goals, organized content, and developed a course plan with ideas for how to give students the practice that will make it possible for them to achieve the course goals. In this section of the tutorial, you will make choices about what you will have students do in order to learn the course content and practice the goals. Before presenting a smorgasbord of teaching strategies, this section of the tutorial will explore briefly what is known about how people learn. Start by downloading the worksheet (Microsoft Word 22kB Jun16 05) that goes with this part, and use it as you work through the sections below. Student Learning Research shows clearly that a person must be engaged to learn.
METHODCARDS2010pagenumbers.pptx. Knowledge Sharing Tools and Methods Toolkit - home. Education-2020 - Learning Spaces. ParagogicalPraxisPaper - Paragogy.net. Paragogical Praxis Joseph Corneli December 31, 2011 To appear in E-Learning and Digital Media (ISSN 2042-7530), Volume 9, Number 3, 2012. Abstract: This paper considers the problem of peer producing rich online learning environments, a task that appears techno-socially feasible, but is not without challenge.
We draw on the self-professedly “utopian” approach developed by Baudrillard in “The Mirror of Production”, to establish and understand our two key dimensions of leverage (language and recycling). We then extend a recent paper by Corneli and Danoff on the topic of peer learning with a set of guidelines for practitioners. Our conclusion supports active peer production of learning environments, against a “provisionist” strategy, but we recognize that our paragogical agenda may be at odds with established educational systems in some respects, but perhaps in a complementary manner. The paper discusses this problem with the following major ideas in mind: 1. 2. 3. 4. 5. 1. 2. 3. Star, S. Paper_5. BoudLee2005. Computer-supported cooperative work. The term computer-supported cooperative work (CSCW) was first coined by Irene Greif and Paul M. Cashman in 1984, at a workshop attended by individuals interested in using technology to support people in their work.[1] At about this same time, in 1987 Dr.
Charles Findley presented the concept of Collaborative Learning-Work.[2] According to Carstensen and Schmidt,[3] CSCW addresses "how collaborative activities and their coordination can be supported by means of computer systems. " On the one hand, many authors consider that CSCW and groupware are synonyms. On the other hand, different authors claim that while groupware refers to real computer-based systems, CSCW focuses on the study of tools and techniques of groupware as well as their psychological, social, and organizational effects.
The definition of Wilson (1991)[4] expresses the difference between these two concepts: Central concerns of CSCW[edit] CSCW Matrix[edit] Same time/same place[edit] Face to face interaction Remote interaction. Paragogy.net. Learning for everyone, by everyone, about almost anything. TeachThought - Learn better. Cool Cat Teacher Blog. 12 Tech Tools That Will Transform The Way You Teach! In a Simple K12 blog post titled “17 Signs Your Classroom is Behind the Times” they provide a list of things that characterize a classroom that has fallen behind. Number 16 lists a variety of technology tools that every educator should know about.
As I read the list, I realized that although many teachers are interested in and excited about technology integration, they are too busy to explore all the new technology tools available online. This blog post is dedicated to all of the overworked teachers who just don’t have the time to seek out this information. I have provided brief explanations, links to and pictures of the tools mentioned by Simple K12 (and a couple of my favorites). 1. 2. 3. 4. 5. 6. 7. [Note: StoryJumper is another online digital storybook maker worth checking out!] 8. 9. 10. 11. 12. Blog | The Magic of Learning. Remote Scavenger Hunt We are heading into our third week of social distancing, school closures and “shelter at home&...
We are in the Midst of... Are you aware that we are in the middle of making history? It is March of 2020. We are living throug... #remotelearning as an ... Remote learning is an opportunity for many things. The list I published on my last post caught the a... Free Technology for Teachers. David Truss :: Pair-a-dimes for Your Thoughts | Reflections on Education, Technology and Learning. Will. EdTechWeekly. Howard Rheingold - Social Media and Peer Learning: From Mediated Pedagogy to Peeragogy. Classroom 2.0. Main Page. A five week course using asynchronous forums, blogs, wikis, mindmaps, social bookmarks, synchronous audio, video, chat, and Twitter Learning objectives About this course: Expect participative and collaborative learning Schedule Missions Mindamp5 Lexicon What's Happening THIS WEEK Shared Spaces: Links and Tools Knowledge Repository for Mind Amplifiers Central Knowledge Repository Editing Guidelines One: Infotention texts (required): Vannevar Bush, "As We May Think," The Atlantic Monthly, August, 1945 (instructor's highlighted version) As a young sailor in the Philippines, awaiting the expected invasion of Japan, radar operator Doug Engelbart saw a copy of the August, 1945 issue of The Atlantic Monthly.
Howard Rheingold, Mindful Infotention (blog text) Howard Rheingold, the Infotention videos: Infotention Part one Infotention Part two Infotention Part three John Robb, "Is Scanning and Situational Awareness a cure for Multitasking Drift? One: Infotention activities (required) 1. 2. 3. 4. Twitchimp Ping.it. Personal Learning Networks (An Excerpt) (Cross posted at the ASCD Whole Child Blog, here is a snip from my new book, co-authored with Rob Manabelli, which comes out in May.) Seventh/eighth grade teacher Clarence Fisher has an interesting way of describing his classroom up in Snow Lake, Manitoba. As he tells it, it has “thin walls,” meaning that despite being eight hours north of the nearest metropolitan airport, his students are getting out into the world on a regular basis, using the Web to connect and collaborate with students in far flung places from around the globe.
The name of Clarence’s blog, “Remote Access,” sums up nicely the opportunities that his students have in their networked classroom. “Learning is only as powerful as the network it occurs in,” Clarence says. “No doubt, there is still value in the learning that occurs between teachers and students in classrooms. But the power of that learning is more solid and more relevant at the end of the day if the networks and the connections are larger.” ShareThis. Shelly Terrell: Global Netweaver, Curator, PLN Builder. When I started using social media in the classroom, I looked for and began to learn from more experienced educators. First, I read and then tried to comment usefully on their blog posts and tweets. When I began to understand who knew what in the world of social media in education, I narrowed my focus to the most knowledgeable and adventurous among them.
I paid attention to the people the savviest social media educators paid attention to. I added and subtracted voices from my attention network, listened and followed, then commented and opened conversations. When I found something I thought would interest the friends and strangers I was learning from, I passed along my own learning through my blogs and Twitterstream. I asked questions, asked for help, and eventually started providing answers and assistance to those who seemed to know less than I. The teachers I had been learning from had a name for what I was doing -- "growing a personal learning network. " The Global Conversation. Peer-to-Peer Learning Handbook | Peeragogy.org.