Our experience with this class was very personalized. And it was very personal. In education literature, the terms Personalized Learning and Personalization are being increasingly used and discussed, and disagreements about Personalized Learning and its value to students have resulted in several blog posts and debates in the past month. Audrey Watters links to eight of them and adds her perspective here, and Mike Caulfield furthered the conversation here. I agree with others that we need to define these terms better, and my experience with the hospital birth class is a useful and illustrative reference point....Read more ›
"So What is a Wicked Good Idea? It is more than pin-worthy… it is something that forces you to stop and challenges you to think differently. In this two-part series, we will delve into professional development ideas that not only make you halt and take notice… but also jump-start your imagination and inspiration and drive you to pluck them and take action by remixing them or even creating one of your own."
It is no exaggeration to say that efficient instructional design is the heart of an effective eLearning course. A good instructional designer presents the learning content in a simple and user-friendly manner.
"The application of computers to learning emerged from the Skinnerian Programmed Instruction concepts in the late 1960s and gained momentum in the late 1970s. Over the past four decades we have seen incredible shifts in computer technology but, arguably, little shifts in the way we think about pedagogy and the design of educational experiences. One of the foundational methodologies in this field, Instructional Design, remains a dominant force in the techniques people use to create computer-mediated teaching and learning environments. However, Instructional Design as a practice emerged prior to the rise of computers and education and its continued use and dominance remains more and more contentious. This presentation will elaborate on a model titled Design Alchemy, an integration of pedagogical and theoretical frameworks specifically structured to take advantage of the environments in which we work and enable truly social, collaborative, engaging teaching AND learning experiences. The presentation will include a range of examples as to how the principles of Design Alchemy can transform the way we think about teaching and learning."
Video of conference keynote at World Conference on Educational Media, Multimedia, Hypermedia, and Telecommunications, 2013.
Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web.
One reason for lecturers not responding to their everyday experience is, I believe, their ignorance of alternatives. If you can't imagine what else you might do than lecture, then it hardly matters what your everyday experience is telling you. Lecturing is taken for granted. Courses are designed around lecture topics. Knowledge is packaged in our heads in one-hour-lecture-sized chunks. Why is this?
There are a ton of sites out there now for teachers to share lesson plans and resources. Sharing, at least in this case includes having access to platforms where you can both get and give content. Teachers can find both free and paid content for their use, and can also upload their own content to share …
According to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents. This may be partly due to the fact that this rapidly growing model not only increases the flexibility and individualization of student learning experiences, but also allows teachers to expand the time they spend as facilitators of learning. Schools make the switch to blended learning for a variety of reasons. In addition to considering the age of the students, the reasons for choosing a blended model generally dictate which of the six models they choose to implement: Face-to-Face Driver Model Rotation Model Flex Model Online Lab Model Self-Blend Model Online Driver Model
A free, flexible, nine-week online course that will allow K-16 educators to learn about how deeper learning can be put into practice.
"Deeper learning describes a range of instructional approaches that delivers the skills and knowledge students will need to succeed in a world that is changing at an unprecedented pace. Deeper learning prepares students to:
Master core academic contentThink critically and solve complex problemsWork collaborativelyCommunicate effectivelyLearn how to learn (e.g. self-directed learning)Academic mindsets"
Jim Lerman's insight:
The entire MOOC and all its resources are located here. The first iteration of this MOOC ran during Jan-March 2014.
Mazur’s reinvention of the course drops the lecture model and deeply engages students in the learning/teaching endeavor. It starts from his view of education as a two-step process: information transfer, and then making sense of and assimilating that information. “In the standard approach, the emphasis in class is on the first, and the second is left to the student on his or her own, outside of the classroom,” he says. “If you think about this rationally, you have to flip that, and put the first one outside the classroom, and the second inside.
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