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You are not logged in.   [ All Presentations ] Patterns of Progress May 7, 2012 Seminar presentation delivered to Comment survivre au progrès, Hearst, Ontario, via Skype. I gave a talk today on the subject of progress for students in the Comment survivre au progrès ? course being offered in Hearst, Ontario - a talk I would have liked to have given in French but decided out of caution to offer in English.
by Mike Kaechele In reading comments to John Spencer's post about The Problem with PBL I felt like people have a bit of a narrow view of PBL. It felt like many define it as students engaged in a project, usually inquiry based. PBL at its heart and soul is a process that can include any teaching style in it including simulations, research, individual and group work, and yes even lecturing. So here is how lectures fit into the PBL model.
Successful businesses insure that software and tools are available for such things as bookmarking reference information, collaborating on tasks, searching organizational content, recording knowledge for peer learning, reinforcing of key concepts, locating experts, accessing outside information, and connecting with customers and partners. Here are a few examples of learning before and after instituting the learning infrastructure we call a Workscape. Usually it’s training before and pull learning after, that is, from training to what Jane Hart has called learning without training . For a less murky version of this post, visit the white paper on the Internet Time Alliance site from which this was excepted.
As part of David Kelly’s Learning Styles Awareness Day , I’m revisiting the idea of learning styles. I admit that when I was taught learning styles in my education program, I didn’t question it. It made intuitive sense, and I’d never heard a real criticism of the theory. When I started digging into the research though, I realized that the research support for learning styles is pretty flimsy. If I think back to the way learning styles were taught to me though, it was never applied the way that the theory is “officially” supposed to work. The most common idea is that people have some sort of style, and if you match that style they will learn better.
Colaboration and cooperation
This is an update on a recent Usability workshop held by Ben Showers and Torsten Reimer as part of their work on the Usability and Adaptability of User-Interfaces . As universities and academic institutions increase the focus and investment on improving the ‘student experience’, so the ‘user’ needs to find their way into the heart of everything the institution does, not just the teaching and learning. Usability and user experience (UX) have become important considerations in the design and creation of new websites, software and systems for universities. With increasing investments in digital infrastructure and content, addressing the needs of the users is one of the best ways to ensure the uptake of these investments – be it in research, administration or learning.
In a world where libraries are completely reinventing themselves, where universities and schools are moving away from labs to BYOD, and where the focus of everything seems to be on mobiles —what will be the role of technology in the next decade? What do leading institutions need to be doing now to prepare? What are the strategies that will provide them the most flexibility? The greatest competitive advantage? These are the overarching questions that recently drove the discussions at 10th anniversary New Media Consortium Horizon Project special convocation and retreat.
Pedagogy | Viewpoint The Problem of 'Pedagogy' in a Web 2.0 Era By Trent Batson 06/15/11 In a time of knowledge stability, teach ; in a time of rapid change in knowledge, learn … Clearly, we have left the time of knowledge stability and entered a time of incredibly rapid change.
Importance of schools
I had an interesting discussion with Clark Quinn on using Kirkpatrick's model in learning processes other than courses. Clark argues that use of Kirkpatrick’s model is only for courses because training is the dominant discussion on their web site. I disagree and wonder if perhaps it is more of a “not invented here” hesitation because advancing concepts to the next level has often been a primary means of moving forward. It might sound good to forget an old model, but if you do not help people relearn, then their old concepts have a nasty habit of reappearing. In addition, training is far more than just courses.
About Me Steve Wheeler I'm Associate Professor of learning technology in the Faculty of Health, Education and Society, at Plymouth University. I chair the Plymouth e-Learning Conference, and I serve on the editorial boards of ten international journals, including the open access publications Research in Learning Technology (formerly ALT-J), Digital Culture and Education, and IRRODL. I'm the chair of the UNESCO sponsored IFIP WG 3.6 (Distance Education). I'm a Fellow of the European Distance and E-learning Network (EDEN) and a member of EDEN's NAP steering group.
Jak zapojit do ústního zkoušení na začátku hodiny celou třídu? Zvolila jsem následující způsob: (na SŠ je možné chtít třeba 5 otázek). Tato metoda má následující výhody: - žáci jsou nuceni , aby si mohli připravit otázky - , „přinejhorším“ může zopakovat otázky, které učitel položil v hodině
The Grace Living Center in Oklahoma (U.S.) is a bit of an educational oddity. It’s a school inside an old people’s home, and one generation is creating a new generation of young readers who outperform national averages. Early-years students participating in the school’s reading programme frequently sit with the old people to read together. It’s a simple step to take and it works on every measure. Standards have risen to the point where four-year-olds are reading at the level of seven-year-olds. More than that, they’re learning about stuff that school alone could never teach them–cultural stuff and stuff about communicating with our elders, stuff about what community means and what it was like “in the old days.”
When I read the Editor’s View column in the current issue of IWR (Information World Review, Nov/Dec 2011) the words seemed familiar. The column began “ Evaluating the shortlist for the IWR Information Professional of the Year Award, one of the judges noted that at a time when the library profession was suffering from the economic turmoil there was a need for an evidence-based approach to demonstrating the value for libraries “. Checking my email it seems that these were the words I used when I voted for Ian Anstice as this year’s IWR Information Professional of the Year.
We are always talking about the ideal education should be a learner-centered setting. Learners can be in charge of their learning with options to different paths and paces. Learners will participate in the designing of their learning processes.
The Scandinavian country is an education superpower because it values equality more than excellence. Sergey Ivanov/Flickr Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West's reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point. The small Nordic country of Finland used to be known -- if it was known for anything at all -- as the home of Nokia, the mobile phone giant.