E-læring

Screencasts – et praktisk formidlingsredskab. Screencasts – hvad skal vi dog bruge dem til? Screencastens kombination af en visuel og mundtlig formidling på én og samme tid giver en række fordele i flere ...

En blog om it, læring, didaktik og uddannelse ... Ny pilotgruppe: På baggrund af de erfaringer som den første pilotgruppe har gjort sig nedsættes yderligere en pilotgruppe, bestående af ”it forskrækkede lærer”.

Every teacher must, by virtue of her pedagogical and didactical knowledge, have the freedom to take responsibility for the methodology and learning tools, that is used in her teaching.

By using 'non-didactizised’ learning tools, which are not developed for a specific subject or grade/level, the teacher is enabled to take full responsibility for defining the teaching purpose and learning objectives, and to decide how and for what purpose the learning tool is to be used.

Rikke Thonbo, skole-it-konsulent i Odder kommune: Med udleveringen af tablets til alle lærere og elever ønskede Odder kommune at understøtte læringen, den enkelte brugers frihed, styrke ejerskabet og prioritere midlerne så tæt ...

"(We have created an 8-part comprehensive report containing a series of one-to-two page “briefs” regarding learning game design. This is part 1: The What and Why of Gamification. If you would like to see the white paper in its entirety, check out the Learning Briefs section on our website.)

Gamification of learning can mean a few different things:

• Creating learning games INSTEAD of courses and allowing people to play as they learn.
• Creating highly realistic simulations that mirror real-world environments. These simulations allow people to gain and grow skills in a “safe” environment as opposed to an actual work environment where mistakes could cost money…or even lives.
• Adding common game elements to courses without creating a game.
What “common game elements” are we talking about? Here are a few, all of which are interrelated:

1. Competition – creating leader boards or achievements that let learners compare their progress against other learners or simply against a previous “personal best.” The badges available to Google news readers are an example of this.
2. A social component – creating a means for people to dialogue and showcase their progress in a game.
3. Points and scoring features – so people can measure progress as they go.
4. Missions, quests, or challenges for people to master – ways to capture people’s imaginations and immerse them in an experience. They may go through various levels of play with each level becoming more complex..."

Social media has been around for some time but its practical use is relatively new to educators. As I engage more and more educators in the use of social media for educational purposes I hear a lot of the same questions. Here are some of the most common questions with my responses.

Refleksion styrker oplevelsen af vores omverden. For det er gennem refleksion, vi bliver i stand til at se verden i et nyt lys. Refleksion må derfor også være en nødvendig kompetence for vores elev...