Things You Really Need to Learn
Guy Kawasaki last week wrote an item describing 'ten things you should learn this school year' in which readers were advised to learn how to write five sentence emails, create powerpoint slides, and survive boring meetings. It was, to my view, advice on how to be a business toady. My view is that people are worth more than that, that pleasing your boss should be the least of your concerns, and that genuine learning means something more than how to succeed in a business environment. But what should you learn? Here, then, is my list. 1. The most common utterance at the scene of a disaster is, "I never thought..." The prediction of consequences is part science, part mathematics, and part visualization. The danger in such situations is focusing on what you want to happen rather than what might happen instead. This is where the math and science come in. People don't think ahead. 2. The four major types of writing are: description, argument, explanation and definition. 3. 4. 5. 6. 7. 8. 9.
Social Development Theory (Vygotsky)
Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Originator: Lev Vygotsky (1896-1934). Key terms: Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO) Vygotsky’s Social Development Theory Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934), who lived during Russian Revolution. Vygotsky’s theory is one of the foundations of constructivism. Major themes: Social interaction plays a fundamental role in the process of cognitive development. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). Applications of the Vygotsky’s Social Development Theory Many schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. Luis C.
How to Write Articles and Essays Quickly and Expertly
Translations: Belorussian Introduction: Four Types of Discursive Writing From time to time people express amazement at how I can get so much done. I, of course, aware of the many hours I have idled away doing nothing, demur. Begin by writing - in your head, at least - your second paragraph (that would be the one you just read, above). But how do you write this paragraph? You have more options because there are four types of discursive writing. These are your choices of types of article or essay: Argument: convinces someone of something Explanation: tells why something happened instead of something else Definition: states what a word or concept means Description: identifies properties or qualities of things An argument is a collection of sentences (known formally as 'propositions') intended to convince the reader that something is he case. An explanation tells the reader why something is the case. A definition identifies the meaning of some word, phrase or concept. Organizing Your Writing
Balancing the Two Faces of E-Portfolios
Printable version of this paper (PDF - 2 MB) Helen C. Barrett Figure 1. Balancing the Two Faces of E-Portfolios Learning Objectives After completing this chapter, you should be able to: · Explain the two major purposes for developing e-portfolios in education · Outline how to balance both process and product to enhance learner engagement with the e-portfolio process · Understand how students’ experiences with social networking can contribute to their engagement with e-portfolio development · Understand the role of intrinsic motivation in the e-portfolio development process · Outline a developmental process to implement e-portfolios through three levels: 1. 2. 3. This chapter focuses on these two major purposes for developing e-portfolios, and how to balance both approaches to enhance learner engagement with the e-portfolio process. U. Technology also gives students opportunities for taking ownership of their learning. Later in the publication, in the section on Assessment: Why E-Portfolios?
Connectivism as Epistemology
Responding to questions from Vance McPherson 1) What is your response to Rita Kop's suggestion that connectivism is a new epistemology but not a new learning theory? As I understand Rita, she understands the pedagogical aspects of connectivism to have already been present in constructivism, and hence, connectivism is not proposing something new when it comes to giving guidance to instructional staff. Connectivism is *definitively* a learning theory, or more accurately, incorporates learning theories (specifically, theories about how connections are formed in networks). But all of that said, whether connectivism is a *new* theory of epistemology or pedagogy is irrelevant to me and I don't spend any time worrying about it. 2) My understanding of connectivism is currently as both epistemology and learning theory, which presupposes that it has ALWAYS been correct and is not contingent upon modern technological developments to "work." Other aspects of the theory change over time. 3) M.
What do we mean by learner-centred e-learning?
Placing the learner at the centre of the learning process is often encouraged in e-learning design yet frequently misunderstood. I find that the examples provided in articles about this topic repeatedly ignore the real meaning of this approach. If you think adding the following to your e-learning designs make it learner-centred, I’m afraid I have to disagree (this is a snapshot of suggestions offered in numerous articles about the same): Use scenario-based design with 3-4 choices every few screens (some designers say this gives ‘control’ to the learner and is therefore learner-centred – really?) These are all very useful learning design approaches to increase motivation, but they don’t make a course more learner-centred. Jonassen et al. (1995)* (yes, almost 20 years ago!) According to Jonassen there are four distinct attributes of learner-centred effective e-learning courses: Are these elements present in your e-learning? *Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B.
Learning Networks: Theory and Practice
6 competencias pedagógicas para gestionar una clase online basándose en el conectivismo
La metáfora de la formación a través de la red es crucial porque pone de manifiesto los cambios que se están dando en la jerarquía de la organización, hacia los modelos descentralizados. La interactividad de los sujetos que utilizan la red contribuye a la autoorganización como sistema. ¿Qué significa esto para el proceso enseñanza-aprendizaje? El aprendizaje no existe de mano en la cabeza de los/las estudiantes o los/las profesores/as, pero sí que aumenta su variedad si a éstos los conectamos con las nuevas tecnologías. 1. 2. 3. 4. 5. 6. Conectivismo en acción: Aunque en teoría puede decirse que el conectivismo es algo difícil, existen algunas herramientas sencillas que orientan a la red la manera que tengamos de dar la clase: Blogs : dan a voz digital a los/las estudiantes y permite a los/las profesores/as conectar con ellos/as.
