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10 powerful RSS readers for Macs

10 powerful RSS readers for Macs | |

Most people use the internet for obtaining information and keeping up-to-date with things. Internet information is delivered in different forms such as forum discussion, blogs and news. A great way of getting the latest information from your favorite websites or channels is through the use of RSS feed readers. With it, you can get automatic updates from channels and websites that are important to you. Below are a few of the best the best RSS feed readers for Mac.


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5 active learning predictions for 2015

5 active learning predictions for 2015 | |

As we close out 2014 and look ahead to the New Year, it’s customary to take a reflective look back as well as dust off our crystal ball and offer up a few predictions for the year ahead. 2014 was certainly a banner year for us at Echo360. In the past year, we

  • Passed the 8000 classroom milestone. Today, more than 2 million students in 8000 classrooms at 600 institutions worldwide use Echo360 to enhance their learning experience.

  • Launched the Active Learning Platform, the world’s first cloud-based academic technology platform designed to improve student outcomes through lecture / classroom capture, content management, student engagement tools, and comprehensive student analytics.

  • Moved to new offices in Reston, Virginia.

  • Closed a Series C growth equity round of investment to accelerate the deployment of the Active Learning Platform.

Via Alberto Acereda, Ph.D., juandoming
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How the 70:20:10 Model can takeoff

How the 70:20:10 Model can takeoff | |

The 70:20:10 model for workplace learning has garnered a lot of popularity in recent years, as the ‘next big thing’ in Learning and Development – there’s even an online community devoted to it, the 70:20:10 Forum! I think one of the biggest challenges companies face with it, is how to fully deploy and encourage the informal or experiential learning in the most effective, practical, applicable, and cost-saving way.

From the outset, it’s absolutely key to remember the importance of technology in really making the model come alive and make sense for the ‘non-converts’.Technology, change in mind-set and tangible evidence for its effectiveness is key for the 70:20:10 model to really take off. Just remember how the 70:20:10 model ratio breaks down:

- 70% of learning from on-the-job experience
- 20% of learning from people (i.e. role models, coaches, or managers)
- 10% of learning from formal training (i.e. seminars, classes, or reading)

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Personalize Learning: 10 trends to personalize learning in 2015

Personalize Learning: 10 trends to personalize learning in 2015 | |
2015 is the year the focus will finally turn the corner by organizations in education and the business world to get it right: it is about the learner. It is not about calling it “Personalized Instruction” or “Personalized Education.” It is not about the technology, the curriculum, or instruction. It is about the learner making learning personal for his or herself. It is about teacher and learner roles changing. It is about calling students “learners.” It is about transforming the system because now is the time to change the system. The current system is broken. It isn’t working for most of our learners. The current system of content delivery and focusing on performance instead of learning is not making positive changes for our children and their future. So we put together four large concepts that encompass the 10 trends that you will see impacting learning starting this coming year: Learning Culture, Learning Environments, Deeper Learning, and Partnerships in Learning.

Via juandoming
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[Infographic] The evolution of Learning Technologies

[Infographic] The evolution of Learning Technologies | |

ince its first appearance nearly 6,000 years ago, educational technology has given birth to some of humanity’s finest inventions. Without it, we wouldn’t have historical records, textbooks (digital or print), search engines, or social media. We’d be doing sums on our fingers and toes and drawing maps in the dust with sharp sticks. We’d be generating tools without advancing our collective knowledge.

Like technology, educational technology is much more than computers and networks. In fact, a quick look at its etymology shows us that it refers to three concepts at once: the Latin educare, meaning to rear or train; the Greek techne, meaning art, skill, craft, or the way, manner, or means by which a thing is gained; and logos, Greek for word, or expression by words. While technology translates as “words or discourse about the way things are gained,” educational technology adds a specification: “things” as skills or information, acquired through training.

As an instrument of learning, edtech is equal parts process and practice. The Association for Educational Communications and Technology defines educational technology as “the practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” We also know that as a process or resource, it’s any system or tool that serves learning, from pencils and printers to written communication itself.

The evolution of educational technology has been, in turn, both highly predictable and entirely surprising. While it’s likely that no one had imagined written communication very long before they tried it out, other developments have been a long time coming.

For example, in his 1980 book Mindstorms, Seymour Papert predicted that computers would help students gain “a sense of mastery over a piece of the most modern and powerful technology and establish an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.” Papert had been working on a programming language called Logo that allowed students to manipulate graphics on a screen in order to boost their mathematic reasoning skills.

40 years before the iPad, in 1972, Alan Kay devised a “Dynabook” that would “qualitatively extend the notions of ‘reading, writing, sharing, publishing, etc. of ideas’ literacy to include the ‘computer reading, writing, sharing, publishing of ideas’ that is the computer’s special province.”

The more edtech evolves, the easier it is to imagine future possibilities. Now that wearable technology has entered the picture, we can’t help envisioning actual implants that record everything a person sees, hears, and even feels. We could be just a few short decades away from total-immersion technology that turns game-based learning into role-playing reality.

However the future of educational technology unfolds, it’s important to note the way it’s shaped history so far. Doing so will help educators and students visualise its potential more fully and use it in ways that aid future generations.

To help educators and learners get a glimpse of the technological changes education has been through, InformED has put together a fun and interesting interactive infographic detailing when technologies have been invented and adopted into people’s learning and development.

Via L. García Aretio, juandoming
Carlos Rodrigues Cadre's curator insight, December 17, 2:04 PM

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Mónica Beloso's curator insight, December 17, 6:30 PM

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Using time and space in online learning

Using time and space in online learning | |

This is another post on the characteristics of educational media and technology, which form part of Chapter 8, ‘Understanding Technology in Education’ for my online open textbook, Teaching in a Digital Age.

Different media and technologies operate differently over space and time. These dimensions are important for both facilitating or inhibiting learning, and for limiting or enabling more flexibility for learners. There are actually two closely related dimensions here:

1) ‘live’ or recorded (time)
2) synchronous or asynchronous (space)

María Dolores Díaz Noguera's curator insight, December 17, 11:13 AM

EL TIEMPO Y EL ESPACIO UNAS VARIABLES DIFERENTES..Using time and space in online learning | @scoopit via @edumorfosis

Carlos Rodrigues Cadre's curator insight, December 17, 2:05 PM

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Models for designing your Personal Learning Environment

Models for designing your Personal Learning Environment | |
A personal learning environment (PLE) is a solution for keeping up with the rapid pace of knowledge change. Some say it is a concept, while others say it is a technology.

I think a good definition is this: a self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests.

Because it is personalized, everyone’s PLE will be unique. Because it is collaborative, information may be continually created and shared. In the workplace, designing a personal learning environment has the potential to partially replace conventional courses.
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[Slideshare] Taller EDpuzzle y Zaption

Taller para STEMmED II.
Herramientas que fomentan “Flipped classroom”
Josue Palacios's curator insight, December 17, 8:08 AM

Scooped by @Edumorfosis 

MOOC MOOC: Critical Pedagogy

MOOC MOOC: Critical Pedagogy | |
Over the last year, we’ve watched the discussion of pedagogy in higher education shift. The MOOC crisis, the urgency to move toward the digital, the welfare of our contingent colleagues, and an imperative to confront directly issues of gender, race, class, and sexuality — both within the university and outside its walls — have us asking more and more critical questions about how we should teach, where we should teach, and why. The contents of our Twitter streams have made clear that we can’t go on talking about pedagogy as though business is usual. #Ferguson, rape culture, and the often inhuman conditions under which adjunct teachers work make clear that teaching can and must be politically aware, even socially active. Many of us live and work in situations that require what Paulo Freire would call “hopefulness” — but a hopefulness that demands and results in real action.
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[Infographic] 3 levels of Instructional Design prototypes

[Infographic] 3 levels of Instructional Design prototypes | |
Storyboarding and prototyping are key parts of the instructional design process that should not be skipped. Starting the overall design process with a storyboard provides a high-level outline of the intended outcomes of the module, and is an effective way to gather ideas in a graphical format before moving on the physical prototype. Interface prototyping then allows instructional designers to map out the navigation of a training module and garner feedback from stakeholders and users early in the design process. Gathering this information helps designers make decisions about the layout and placement of elements, such as buttons, images, and clickable interactions within the overall arrangement of an interface.

The 3 Levels of Instructional Design Prototypes Infographic presents the different levels of prototypes—physical, wireframe digital, and refined digital— that offer varying degrees of fidelity during the prototyping process.
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6 technologies that will revolutionize the classroom

6 technologies that will revolutionize the classroom | |

From the computer to the iPad, technology is revolutionizing how we work, play, socialize, and learn (sometimes all at once). In celebration of Computer Science Education Week, we’re running the excellent infographic below, which explores 6 landmark technologies, including:

  • Eye Tracking Technology
  • Virtual Reality Technology
  • Immersive Technology
  • Wireless Technology
  • Wearable Computing Technology
  • Video Chat Technology
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Knowledge is personal

Knowledge is personal | |
A big conceit of the knowledge management (KM) field is that knowledge can be transferred, but unlike information or data, it cannot. Knowledge is personal. While knowledge cannot really be transferred, our experiences can be shared. Perhaps that is why we love stories. They are a glimpse into others’ knowledge, more nuanced than any other communication medium.

Stories make us human, and the best people to learn from are those who are able to admit that they mismanaged, botched, or bungled something. Of course, this can be a real challenge in organizations that do not discuss failure. Is failure an option in your organization? If not, how can you learn from it? Research shows that our memories get worse over time, but our stories, as we remember them, become much clearer. We have a propensity for self-delusion, something every jury member should always keep in mind. Fiction (story) is much more powerful than non-fiction. Would it not be more effective if we shared knowledge as stories, in education and at work? We hear a lot about the importance of curation in the digital workplace today, but what if our curators were also story tellers?
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Siete propuestas para estimular el Aprendizaje Informal en tu organización

Siete propuestas para estimular el Aprendizaje Informal en tu organización | |
En el ámbito corporativo hay diversos estudios que revelan la importancia que los aprendizajes informales tienen en la formación de sus miembros, variando entre el 70% y el 90% la proporción de los aprendizajes informales respecto al total de los aprendizajes que ocurren en el ámbito de las organizaciones. Jay Cross, uno de los principales referentes de este campo, recogía en Where did the 80% come from? varios de estos estudios a la vez que reflexionaba sobre qué tipo de actividades generan estos aprendizajes informales.

Como muestra, cabe destacar un artículo publicado por Jay Cross en su propio blog en el que recupera el relato de una experiencia llevada a cabo por Harm Weistra para la multinacional Sara Lee, en la que se concluye que el 77% del aprendizaje de la organización es informal, frente a tan sólo un 23% de aprendizajes formales, y que representa en el siguiente gráfico:
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Take control of a world of content with Wakelet

Take control of a world of content with Wakelet | |

Wakelet is a new and exciting content curation platform. Users create wakes, the idea being that people will follow in your wake. A sleek impressive user and graphic friendly user interface makes for a stunning visual experience. Also of note the company has secured its first round of start up capital. A must try for any serious curation aficionado.

Put content from the web into organised collections, share them with people or collaborate with friends. Completely free sign-up in less than a minute.

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[Slideshare] Future of Learning and Technology 2020: Preparing for change

The education landscape of 2020 will be characterized by the blurring of boundaries. Learning anywhere and anytime will be commonplace in many different ways based on the ubiquitous and innovative use of technology. Our organizations face a duality of change—conceptual and technological—regarding the practices of education and learning. The practices of teaching, presenting and learning will undergo fundamental change as it responds to global, social, political, technological and of course, learning research trends. Will your organization be ready and prepared to take advantage of these seismic changes to education, learning and technology?

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[PDF] La transformación tecnológica y su impacto en la escuela puertorriqueña de hoy

Esta investigación se centró en estudiar la población magisterial y el componente estudiantil en los niveles intermedio y superior, tanto en las escuelas públicas como en las privadas religiosas y laicas de Puerto Rico. La determinación de la muestra consideró solo aquellos docentes y estudiantes cuyas escuelas están registradas en el Departamento de Educación y en el Consejo General de Educación.

Para ambos casos, maestros y estudiantes, se realizó una selección aleatoria de la muestra, estratificándola por conglomerados con punto de arranque sistemático. En cada conglomerado, se agruparon las escuelas por estratos: siete estratos para escuelas públicas, siete para privadas religiosas y siete para privadas laicas. Para la construcción de cada estrato, se utilizó la clasificación elaborada por las Regiones Educativas del Departamento de Educación para escuelas públicas del año 2012.

Los muestreos, en tanto, se realizaron en tres etapas. La primera etapa construyó los estratos conforme a la ubicación geográfica municipal de las escuelas públicas, privadas religiosas y privadas laicas del País.

En la segunda etapa, se seleccionaron los planteles participantes de acuerdo con la proporción de escuelas públicas, privadas religiosas y privadas laicas correspondientes al total registrado en cada estrato. Esta metodología de selección proporcional fue utilizada para asegurar la representatividad de cada tipo de escuela en cada región educativa, cónsono con la distribución regional existente.

Por último, en la tercera etapa, las escuelas de cada estrato fueron elegidas de manera aleatoria y sistemática en cada conglomerado. Los estudiantes, sin embargo, se seleccionaron aleatoriamente de acuerdo con las proporciones de los niveles intermedio y superior en escuelas públicas y privadas, así como en relación con la variable del género.

Edumorfosis's insight:

Los invito a leer esta interesante investigación reallizada por la Fundación SM y el Departamento de Educación de Puerto Rico (DEPR). En la misma se investiga el uso de la tecnología en la escuela pública y privada. Se estudia la perspectiva de los maestros, así como la de los estudiantes. La misma presenta interesantes resultados en formato gráfico.

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Becoming collectively smarter

Becoming collectively smarter | |
We are in the midst of a nano-bio-info-techno-cogno revolution. We are entering the network era and change is coming fast, which may sound like a cliché, but consider the last major shift we went through. We had lots of time for our institutions to adapt.

When markets came about, we had a few hundred years to move from the Hanseatic League, adopt double-entry bookkeeping, and progress to high frequency trading. We also were able to develop education systems, from one-room schoolhouses, to public universities, and later business schools to fuel the new corporations. Today, we are seriously lagging behind in learning how to deal with the scientific advances of the network era. We do not have the time afforded to us during the last shift to a market society. We have to jump from following state-established curriculum to creating our own learning networks: in this generation. People need to learn and work in networks, shifting their hierarchical position from teacher to learner, or from manager to contributor. They need to not only take control of their professional development but find others who can help them. It is becoming obvious in many fields that we are only as good as our knowledge networks. We have to become collectively smarter.
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8 hábitos esenciales del profesional del siglo 21

8 hábitos esenciales del profesional del siglo 21 | |

De acuerdo a la cronología y al calendario,  todos somos profesionales del S.XXI… sin embargo, en realidad, no es ningún calendario el que define en qué medida somos profesionales contemporáneos del siglo en curso, sino nuestros hábitos, nuestras prácticas y nuestra forma de entender la realidad empresarial, económica, social y por supuesto tecnológica que nos rodea…

La forma de comportamiento del mercado, la manera en como las empresas nacen, se desarrollan…y se transforman resulta hoy radicalmente diferente a la de hace tan solo unos años.  En términos de empresa, de desarrollo y de evolución profesional, nunca antes fue tan necesario aplicar la archiconocida tesis de Charles Darwin: “No es la especie más fuerte la que sobrevive, ni la más inteligente, sino la que mejor se adapta a los cambios” perteneciente a su obra fundamental “El origen de las especies”.

En consecuencia, todos los cambios experimentados por nuestro entorno empresarial y social en los últimos años deben invitarnos a cuestionarnos en qué medida nuestros comportamientos, nuestros hábitos, nuestra praxis profesional nos hacen contemporáneos del cambio de época que estamos viviendo… o por el contrario… nos condenan a una lenta, progresiva, pero segura extinción…

Nuestra supervivencia como profesionales en el S.XXI pasa por la puesta en práctica de nuevos hábitos y comportamientos y, por desarrollar una nueva forma de entender la realidad que nos rodea… estos son solo algunos de los rasgos que caracterizan a los auténticos y genuinos profesionales del S.XXI…

Via Juan Jesús Baño Egea, juandoming
Carlos Rodrigues Cadre's curator insight, December 17, 2:05 PM

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The 9 features of a good Digital Citizen students should know about

The 9 features of a good Digital Citizen students should know about | |

Here is a new visual from ISTE on the concept of digital citizenship. The visual outlines some of the features characterizing ‘good’ digital citizens based on attributes of good citizens. The elements of digital citizenship, according to ISTE, “ are not so different from the basic tenets of traditional citizenship: Be kind, respectful and responsible, and just do the right thing”. The ideas are pretty basic and will definitely give students a very good initiation into this huge concept of digital citizenship. I would suggest that you print it off and use it in class.

Here is a brief overview of the 9 features characterizing good digital citizens as displayed in the visual below:

  • Advocates for equal digital rights and access for all.
  • Treats others with respect in online spaces and never cyberbullies.
  • Does not steal or damage others’ digital work, identity or property.
  • Makes appropriate decisions when communicating through a variety of digital channels.
  • Uses digital tools to advance their learning and keeps up with changing technologies.
  • Makes responsible online purchasing decisions and protects their payment information.
  • Upholds basic human rights in all digital forums.
  • Protects personal information from outside forces that might cause harm.
  • Proactively limits health risks of technology, from physical to psychological.
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[PDF] Bloom's Critical thinking Cue Quiestions

[PDF] Bloom's Critical thinking Cue Quiestions | |

Critical thinking is an essential skill in the cognitive development of students. It is probably the number one skill teachers would mention when asked about the skills they target in their instruction. Critical thinking is also the key to developing other equally crucial thinking habits such as divergent, lateral  and convergent thinking. Critical thinking starts with asking and answering critical questions. By critical questions I mean those questions that enable students to categorize, infer, synthesize, evaluate and apply the knowledge they have accumulated in the past to solve existing problems and learn new information. This is a well thought-out process in which students get to challenge their cognitive capacities and explore novel thinking paths.

Looking for some samples of critical thinking questions to use in class with your students I come across this wonderful resource from Curriculum Institute. This is basically a short 4 pages PDF titled: Bloom's Critical Thinking Cue Questions. In page 3 there is this illustrative chart which features  a set of cue questions based on Bloom's taxonomy of critical thinking. This could be a very good guide to use in class to target different thinking levels of your students.

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8 learning design trends to watch in 2015

8 learning design trends to watch in 2015 | |
These are exciting times in the world of learning. Ubiquitous Internet access, shifts in workplace power structures and wider dissemination of cognitive research are some of the many factors contributing to the following trends to watch in the coming year. This can be a source of inspiration and fuel for creative solutions.
Edumorfosis's insight:

#8 SPOC: You know that a MOOC is a Massive Open Online Course. You may also know that MOOCs have a high attrition rate. This could be due to a lack of personalization, a lack of credentialing, or simply that people are very busy. Enter the SPOC (Small Private Online Course) as a possible way to overcome some of the problems that MOOCS have presented so far. The basic idea of a SPOC is to use a blended or hybrid learning approach that includes the flipped classroom with a smaller group of students. Students watch video lectures first or engage in online learning activities. Then the instructor uses his or her class time to answer questions and interact with participants.

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Design considerations for Mobile Learning

Design considerations for Mobile Learning | |
Mobile learning can be called byte-sized learning, learning on the go, portable learning and by many more names. The anytime, available nature of mobile learning enables learners to take up the learning activities at their own pace. Now that learners have integrated mobile learning into their learning activities, it is essential for instructional designers to design eLearning courses effectively for mobile devices.

The design and development of mobile learning should be viewed differently from that of eLearning, due to aspects such as variations in screen size, available memory and design and layout of the device.
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8 excelentes herramientas web para crear video-quizzes para Flipped Classroom

8 excelentes herramientas web para crear video-quizzes para Flipped Classroom | |
Hemos hablado algo sobre las Flipped Classroom, pero ¿hay herramientas se pueden utilizar para diseñar una flipped class?. Aquí os dejo un listado de 8 herramientas interesantes para poder iniciaros en este modelo de aprendizaje. Este listado ha sido elaborado por Raul Santiago en el blog “The flipped classroom“. Aquí os lo dejo.

” Traemos hoy una lista de OCHO recursos web que se pueden utilizar para generar interacción cuando nuestros estudiantes ven los vídeos. Mediante el uso de estas herramientas, podremos añadir características interactivas a los vídeos, crear lecciones y también diseñar determinadas actividades de diferenciación dentro del grupo. Algunas de ellas son bastante conocidas (edpuzzle, educanon), otras menos…
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10 free tools for creating your own maps

10 free tools for creating your own maps | |

Sure, there’s Google Map and Google Earth to help you out but there are actually other tools to choose from as well. Here we’ve gathered 10 free amazing tools that you can use to create your own maps. From maps that are conveniently made for sharing to ones that are quite interactive, the selection below has a range of things to satisfy your mapping needs.

Via Ana Cristina Pratas, Ana Alonso
alistairm 's curator insight, November 19, 9:07 AM

Great looking resources here!

[Infografía] ¿Cómo funciona una clase inversa?

[Infografía] ¿Cómo funciona una clase inversa? | |
He escrito mucho sobre la clase inversa en este blog y hemos publicado un libro hace un mes. ¿Por qué en un blog sobre talento y educación? Es sencillo, ya lo dije más de una vez, porque el modelo de enseñanza inversa permite cambiar el rol del profesor y del alumno, facilita el que el alumno se implique más en su propio aprendizaje y mejora las posibilidades de que cada alumno, solo o en grupo, pueda avanzar en función de su capacidad, intereses y motivación personales. Es un modelo que hace factible la personalización; es decir, el desplazamiento de una concepción de la escuela como mecanismo de transmisión de conocimientos a otro de desarrollo del talento. Tiene lógica, ¿no?
Este infográfico sencillo te explica lo esencial.
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Choosing design models for a digital age

Choosing design models for a digital age | |
This chapter covers a range of different design models or approaches to teaching. There are many more that could have been included. However, it is clear that there is a choice of possible models, depending on a number of factors, most of which are listed in Chapter 5, Building an Effective Learning Environment.

Your choice of model will then depend very much on the context in which you are teaching. However, I have suggested that a key criterion should be the suitability of the design model for developing the knowledge and skills that learners will need in a digital age. Other critical factors will be the demands of the subject domain, characteristics of the learners you will likely be teaching, the resources available, especially in terms of supporting learners, and probably most important of all, your own views and beliefs about what constitutes ‘good teaching.’

Furthermore, the models by and large are not mutually exclusive. They can probably be mixed and matched to a certain degree, but there are limitations in doing this. Moreover, a consistent approach will be less confusing not only to learners, but also to you as a teacher or instructor.

So: how would you go about choosing an appropriate design model? I set out below in Figure 6.20 one way of doing this. I have chosen five criteria as headings along the top of the table:
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