Hybrid Pedagogy is an academic and networked journal on 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. The relationship between flexible and self-regulated learning in open and distance universities... Per Bernard Bergamin, Simone Ziska, Egon Werlen, Eva Siegenthaler Abstract Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility. 
It's Open Education Week this week, apparently (whatever that means), although as Amber writes in her piece openedspace: "most of the definitions [of open education] are really about open education... Via juandoming 
Posted by Patti Grayson on Feb 23, 2012
During my year with PLP, I heard Sheryl Nussbaum-Beach talk several times about student-driven, inquiry-based learning. I thought I knew what Sheryl was getting at, but it wasn’t until I took a graduate course this past term on Project Based Learning that I really began to understand all its implications. 
About the project In order for technology to enhance learning in classrooms, teachers need to be involved in its design. In this way technology and teaching can evolve together to improve productivity and efficiency. 
FEBRUARY 11, 2012 BY TONY BATES Downes, S. (2012) E-learning Generations, Half-an-Hour, February 11 
Rapid prototyping (also rapid prototyping design, RAD) is a general design method. 
A reader recently emailed and asked, “What does an instructional designer do?” She went on to explain that she will be receiving a technical degree soon and thinks she might be interested in the field. Rather than reply to her alone, it seems fitting to answer her publicly, for everyone who is curious about a career in instructional design. 
By design: negotiating flexible learning in the built environment discipline... 
Yesterday I visited the Fraunhofer institute in Karlsruhe, Germany. They have been investigating a learning map metaphor for the past few years. Interesting visit. So what did I learn from it? 
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This key question still elicits puzzled looks, ill-formed answers, even platitudes, from students, parents, policy makers and even learning professionals. 
I came across this post of in praise of vagueness Is the eternal quest for precise information always worthwhile? Our research suggests that, at times, vagueness has its merits. Not knowing precis... 
Grouping learning technologies into categories is a useful way to make sense out of the many tools available. This page suggests several taxonomies for categorizing learning technologies. In just about any taxonomy for instructional technology, tools may likely show up under multiple categories depending on how they are used. For example, a tool such as an iPhone can be used to view static learning content or can be used to collaborate with other learners. 
In my quest for new learning metaphors I have to pay attention to cased based learning (CBL) or Scenario based learning (SBL). It is not new, but it is very powerful. The great thing about it is th... by MARGARET WENTE, Globe and Mail Until now, online learning has been regarded as the poor stepchild of the higher-education world – widely suspected of being a second-rate substitute for the real thing. But that’s about to change. The digital revolution is going to disrupt higher education in the same way it’s disrupted so many other industries. And it’s about time. Higher learning still relies on the medieval model, when scholars gathered in one place to listen to professors lecture at them. It’s increasingly expensive, and doesn’t do a very good job of delivering what a lot of students want and need in a way that society can afford. The digital revolution will make higher education better, cheaper, more accessible, more engaging and far more customized than anything that exists today. 
Diego Leal (http://diegoleal.org) presenta una traducción del artículo Una introducción al conocimiento conectivo de Stephen Downes. 
One of the most interesting topics at DevLearn was 'Curation' and the question attached to it was: "Will e-Learning (developers) become obsolete?". I took some time to reflect on this and my answer... 
Posted by Shelley Wright on Feb 2, 2012 in Less Teacher While so often in this space you read about the successful and exciting things that are happening in my classroom, there are many things that are disastrous. Trust me, there are days when I’m glad that another teacher isn’t present to witness the chaos. So often we don’t talk about these things. We need to. |
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