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Topics related to distance eLearning in academia and other organizations
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Designing the Wheel: Built-in Instructional Technology

"Key Takeaways
> Most faculty members are not taught a systematic process to course design and, despite their subject expertise, might lack background in learning theory.

 

> Faculty can best adopt educational technology while designing or redesigning their course rather than retrofitting an existing course to include technology.

 

> A course design model can include practical application of theories, including best practices for instructional technology use."

 

-- from source: - http://www.educause.edu/ero/article/designing-wheel-built-instructional-technology

 

#learning-theory #applied-learning #instructional-technology #iterative-improvement

ghbrett's insight:

This article is a very helpful resource to introduce faculty to course design and ongoing revision. Through the use of background information and visual diagrams the article presents the process in a useful and understandable form. The article is also supplemented with a bibliography of references to provide sources and further reading on the topic.

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Research for Practitioners: How Expert Designers Design by Angela van Barneveld : Learning Solutions Magazine

Research for Practitioners: How Expert Designers Design by Angela van Barneveld : Learning Solutions Magazine | Distance Ed Archive | Scoop.it

"The contexts of academic and corporate designers are different—the cultures are different, and the organizational goals and objectives are different. While prioritization of design principles for successful projects in academic versus corporate setting may differ, the actual principles are quite consistent across both." from source: http://www.learningsolutionsmag.com

ghbrett's insight:

This article briefly summarizes a study by Paul Kirschner, Chad Carr, and Jeroen van Merrienboer based on the question: "What do instructional designers actually do when designing competency-based learning environments?" It includes useful information with comparisons of corporate versus academic instructional design based on two experiments by the authors.

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Explaining and Applying Hybrid Pedagogy » Online Universities

Explaining and Applying Hybrid Pedagogy » Online Universities | Distance Ed Archive | Scoop.it

Published Date: Aug 7, 2012
Source: OnlineUniversities.com
URL: http://www.onlineuniversities.com/blog/2012/08/explaining-applying-hybrid-pedagogy/
Title: Explaining and Applying Hybrid Pedagogy

 

Abstract/Quotes:
"We cannot separate ourselves from technology that mediates our daily lives; that manages our social lives; that dominates politics; that entertains us; and that helps to educate us. The three part series on Hybridity in education by Peter Rorabaugh and Jesse Stommel in the online journal Hybrid Pedagogy examines the artificial dichotomy that has been established between virtual learning and the traditional or face-to-face model. A successful and transparent blending of these two delivery modes is the future of education.The implications of examining all teaching and learning as happening on a digital/empirical continuum (Rorabaugh, 7 Feb., 2012) as opposed to an either or choice are significant and reveal a probable model for what the future of education holds." - from Source

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MOOC MOOC: A MOOC on MOOCs

Starting August 12, 2012, Hybrid Pedagogy, an online journal of teaching and technology, will host a MOOC (Massive Open Online Course) designed specifically at looking carefully at this new pedagogical approach.

Via Andreas Link
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Three online class types « Lisa's (Online) Teaching Blog

"A draft of another tripartite idea, this time focused on online classes in general, across the board.

 

The McClass

Run inside an LMS, or even better by Coursera or Udacity, and/or offered by proponents of the mass-produced course (U of Phoenix, Ashford, etc), the McClass features recorded lectures, an unmoderated internal discussion (if any), and grading by graduate students, peers or staff (and soon robo-graders). All xMOOCs are in this category, but so are classes created by teams of instructional designers or course developers and “content experts”, but facilitated (I hesitate to use the word “taught”) by less experienced instructors or program coordinators. Sartorial analogy: one size fits all.

 

The sub sandwich class

It’s a six inch or a twelve — you can change the mix of ingredients inside but the options are standardized. Sub sandwich classes are offered by community colleges and universities dependent on a single Learning Management System, the inherent design of which influences (and may determine) instructor pedagogy. Even built on a whole wheat system like Canvas or an in-house product, the defaults of the LMS are easy to adopt without requiring an examination of ones own pedagogy. Hallmarks include dependence on publisher-produced materials, and an internal, traditional moderated discussion of issues, usually lacking a constructivist focus. Quality varies and is partly dependent on the freshness of the ingredients.

 

The artisanal class

Created by the instructor, the artisanal class includes only those elements that help realize the instructor’s pedagogy. The design is developed based on knowledge and experience as an active, independent teacher. The artisanal class may exist inside an LMS, but when it does the LMS is substantially customized, and often external web elements are brought in to replace built-in features (blogs, wikis, etc). Hallmarks include a foundation in free and open or home-made formats, innovative assessment techniques, and a distinct lack of top-down control. Discussion may be distributed or focused on content creation. Flaws add character and provide opportunity for community creativity. Most cMOOCs fit this model, but so do classes offered by public institutions who allow faculty substantial control over the design and deployment of their work." from source: http://lisahistory.net

ghbrett's insight:

This post offers a differentiation of online courses moving from chaos to small group interaction. As I have noted in an earlier post this week, there is growing assessment of the types of and value of MOOCs. 

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Don't Confuse Technology With Teaching

Don't Confuse Technology With Teaching | Distance Ed Archive | Scoop.it

The Chronicle of Higher Education

Commentary - Aug 13, 2012 - Pamela Hieronymi

 

  "Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less.

  Educators are coaches, personal trainers in intellectual fitness. The value we add to the media extravaganza is like the value the trainer adds to the gym or the coach adds to the equipment. We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves." - from the source

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Hybrid Pedagogy: A Digital Journal of Teaching & Technology

Hybrid Pedagogy: A Digital Journal of Teaching & Technology | Distance Ed Archive | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.

 

"Hybrid Pedagogy
: combines the strands of critical and digital pedagogy to arrive at the best social and civil uses for technology and digital media in on-ground and online classrooms.
: avoids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications.
: invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective." - from Source

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Innovating Pedagogy | Open University Innovations Report #1

Innovating Pedagogy | Open University Innovations Report #1 | Distance Ed Archive | Scoop.it

"This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education." - from the Source

 

NOTE: Similar to the horizon reports this series will look closely at new media and emerging technology that will impact education and training.

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