Classroom 2.0 The Differentiator Try Respondo! → ← Back to Byrdseed.com The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four
Innovating Pedagogy 2017 | Open University Innovation Report #6 This series of help sheets is designed for people who are trying out distance and online education for the first time, and for teachers who have already taught at a distance and want to try something new. Each help sheet outlines one approach to learning at a distance and provides guidance on how to put this into practice. All the help sheets are based on approaches covered in past Innovating Pedagogy reports and take into account that students may have only limited access to technology and the Internet. The latest report in our annual series explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. Download Innovating Pedagogy 2020 This eighth report, produced in collaboration with the National Institute for Digital Learning (NIDL), Dublin City University, Ireland, proposes ten innovations that are already in currency but have not yet had a profound influence on education in their current form.
Modern Learning Strategies Workshop | Modern Workplace Learning Public online workshop runs: 5 May – 6 June 2014 About the Workshop The Networked Age demands a new set of learning skills and tools. In this fast moving age, it is no longer just about studying existing bodies of knowledge and skills in formal courses but acquiring a set of modern learning skills to “learn the new”, ie constantly discovering new ideas, new thinking, new resources to stay up to date in your industry or profession. Why are these modern learning skills important? For individuals The half life of a piece of knowledge is 5 years. For organisations: Today’s workplace requires that successful employees keep pace and continually learn new procedures, strategies and technologies to stay abreast of developments in their fields. For education Workshop Agenda Each week of this 5-week online workshop focuses on a different set of skills and tools (as shown in the diagram on the right and explained briefly below) How the workshop runs This workshop is suitable for
Handbook of Online Learning: Innovations in Higher Education and Corporate Training (9780761924036): Kjell Erik Rudestam, Judith Schoenholtz-Read How do we interpret technologies in use? - Liquid Learning This is the second in a series of tools that were released at the October 2007 Open Classroom Conference in Stockholm, alongside the socio-technical activity tool that was described in my previous post. It has benefited immensely from participant feedback during the workshop session and what feels like a finished version - or at least a version that is ready for further comment/criticism - is presented here. The development of the tool stems from my own engagement with the integration, embedding, deployment, evaluation - pick your own circumstance – of technologies in education. An ongoing and not necessarily simple process that requires some understanding of how we actually use technologies or perhaps what is more easily described as a sense of what technologies become, defined by their patterns of use. This is something I recognise as complex relationship between design, affordance and appropriation. How does it work in practice? References:Pinch, Trevor J. and Wiebe E.
Chris Argyris: theories of action, double-loop learning and organizational learning contents: introduction · life · theories of action: theory in use and espoused theory · single-loop and double-loop learning · model I and model II · organizational learning · conclusion · further reading and references · links · cite Chris Argyris has made a significant contribution to the development of our appreciation of organizational learning, and, almost in passing, deepened our understanding of experiential learning. On this page we examine the significance of the models he developed with Donald Schön of single-loop and double-loop learning, and how these translate into contrasting models of organizational learning systems. Life Chris Argyris was born in Newark, New Jersey on July 16, 1923 and grew up in Irvington, New Jersey. During the Second World War he joined the Signal Corps in the U.S. Chris Argyris enjoyed the outdoors – and, in particular hiking (especially in the mountains of New Hampshire and across New England). Theories of action: theory in use and espoused theory
Rhizomatic Learning For several years now, I have been considering how the rhizome might function as a metaphor for learning and a model for education. I tend to agree with Gilles Deleuze and Félix Guattari (2002) who in writing about the tree as the long standing metaphor for knowledge and learning said, “We’re tired of trees. We should stop believing in trees, roots, and radicles. They’ve made us suffer too much" (p. 15). In their stead, Deleuze and Guattari offer the rhizome. A month ago, my friend Jane, a professor at a Connecticut University posted this definition of rhizome: The rhizome is a tangle of tubers with no apparent beginning or end. So today as Scott Klepesch, Deb Gottsleben and I were visiting English teachers, Cathy Stutzman and Meg Donhauser and librarians Heather Hersey and Marci Zane from Hunterdon Central Regional High School (HCRHS) in NJ, I began to see what the rhizomatic classroom might resemble. Meg’s class is run like a choose-your-own British literature adventure!
The Education Apocalypse #opened13 read Below are the notes and the slides from my talk today at Open Education 2013. David Kernohan and I shared the morning keynote slot today, and we were asked by David Wiley to offer a critique of open education. The Education Apocalypse A couple of years ago, the Christian radio broadcaster Harold Camping predicted that Jesus would return to earth on May 21, 2011. When Camping emerged from his home on May 22, the morning after the date he’d set — “flabbergasted” — he revised his predictions. His revision: the Rapture and the end of the world would both occur on October 21, 2011. It was a successful marketing campaign. Doom- or salvation- filled, predictions about the end of the world have always been — well, up ’til now as here we stand today — wrong. One of those dates: 2045. The Singularity is that moment when, as futurist, AI researcher, and Google’s director of engineering Ray Kurzweil notes in the subtitle to his book The Singularity is Near, humans transcend their biology.
The Future is NOT in LEARNing… In one of my recent posts – Not All LEARNing is Created Equal – I finished up by using Alvin Toffler’s well-known quote: …and suggested that schools, colleges and universities really needed to do a great deal of UNlearning and RElearning – if they wanted to get serious about moving from the SUPERFICIAL LEARNing we see so much of and “pick up the ball” in terms of the type of TRANSFORMATIONAL LEARNing our students need. I began to wonder about this – and did a bit of thunking. What I discovered was that Toffler did not actually “say” this – what he actually put down on paper was: “The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction — how to teach himself. Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.” Maybe… Like this: